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Makerspaces provide individuals and communities with physical access to costly technologies and empower them to create material things in a physical space. This new form of citizen engagement has the potential to improve autonomy, creativity, and motivation. Consequently, makerspaces can help firms maintain the innovativeness of their employees. Despite the growing popularity of makerspaces, their moral foundations are still far from clear. Our study's purpose is to illuminate the moral foundations of makerspaces from a design perspective, combining previously unconnected (1) technical, (2) social, and (3) cognitive levels of makerspaces. This study reveals configurations of high and low user innovativeness and demonstrates the role of moral foundations in makerspaces. Most importantly, technical facilities can compensate for the lack of moral foundations in small and inexperienced user teams. We discuss our findings and highlight the moral foundations of makerspaces as unconventional sources of innovation.

The idea of “library as place” has become challenged/problematized because of two concurrent realities—the pandemic and the growing popularity of online instructional delivery. These two realities have aggravated longstanding questions about the status of small theological libraries already struggling with limited personnel and resources. How can we envision the “theological library as place” in such a way that we can revalue physical space while also orienting and guiding development of virtual spaces? After speakers have shared concepts and resources, participants will be broken up into small groups to discuss experiences including challenges and successes and may focus on either physical place or virtual place.

In this reflection, I discuss the changing affordances of physical and virtual spaces in PGR seminar teaching during the Covid-19 pandemic. I start by reviewing how physical space has been conceptualised in the pedagogical literature in terms of its material aspects, affordances, and interactions with users. I then translate the above concepts to virtual teaching spaces. I discuss how the affordances of both physical and virtual spaces have evolved throughout the different stages of the pandemic, exemplifying the process through my personal experience of seminar teaching. I conclude with a personal reflection on the challenges and unexpectedly positive consequences of having to dynamically adapt one’s pedagogy to changing affordances and constraints.

This article focuses on the need identified by African Canadian students for a “racial oasis” – a physical space designed to increase their exposure to positive racial identities - which can suppor...

El territorio, la territorialización y las cartografías sociales, se constituyen como categorías que pueden aportar a la comprensión del vínculo emocional de los sujetos con el espacio o lugar habitado. Este artículo busca dar respuesta al interrogante ¿cómo las cartografías sociales permiten representar el vínculo emocional con el territorio? Se hace a partir de una revisión bibliográfica soportada en el rastreo de bases de datos de libre acceso. Una de las principales conclusiones es que el territorio se comprende como una categoría multidimensional que no solo vincula la apropiación e identificación con un espacio físico, sino que también profundiza en las construcciones sociales, políticas y simbólicas establecidas en la cotidianidad. Las cartografías sociales se convierten en estrategias de transformación social que permite a las comunidades o grupos, construir y abstraer los significados asignados al territorio y el vínculo emocional compartido entre ellos, para empoderarse como sociedad hacia el desarrollo colectivo.

O artigo analisa as configurações da educação no decurso da pandemia da Covid-19, a partir da triangulação formada pelos conceitos de disciplina, biopolítica e governamentalidade, desenvolvidos pelo autor francês Michel Foucault. O corpus de análise é composto por cinco postagens publicadas em perfis oficiais de três secretarias estaduais da educação, a saber: Secretaria da Educação do Ceará (@seduc_ce); Secretaria de Estado da Educação do Piauí (@seducpi); Secretaria da Educação do Estado de São Paulo (@seducsp). Em relação à metodologia, trata-se de um estudo descritivo-interpretativo de natureza qualitativa. A análise do material coletado permite constatar o enfoque disciplinar, radiografado especialmente no tocante a como os discentes devem se comportar no âmbito ensino domiciliar, as estratégias biopolíticas, que perfilam a saúde desses discentes e de seus familiares, por meio de recomendações de cunho sanitário e, por fim, o governo desses corpos e subjetividades que estão ausentes do espaço físico da escola, em razão da pandemia, mas não incólumes às capturas da governamentalidade.

Writing centres play a vital role in guiding students in their academic writing. Central to this role is their physical location at tertiary institutions, where students usually walk in and schedule appointments with writing tutors. The recent #FeesMustFall protests saw the temporary closure of universities across South Africa. As a result, the functionality of the writing centres as physical locations was disrupted to the detriment of student development. This article evaluates the application of the principles that underscore the operation of physical writing centres as online spaces. First, it evaluates the writing centre as a physical space, and the resulting shift to an online space as a result of the #FeesMustFall protests. Secondly, with the methodological aids of Critical Interpretative Synthesis and my personal reflections as a tutor, I analyse the possible application of the principles that guide physical writing centres to the online environment.

La irrupción en la vida cotidiana del COVID-19 modificó sustancialmente la vida de las personas, y la escuela no ha sido ajena. Las instituciones escolares se encontraron ante una situación inédita que implicó la toma de decisiones rápidas y la modificación de estas en el día a día. Así, el aprendizaje de las y los estudiantes se vio totalmente trastocado y por lo tanto también las formas de enseñanza. Aquí buscamos reflexionar en torno de nuestras experiencias particulares en el año lectivo de pandemia que acaba de pasar a través de las problemáticas más significativas. Donde entendemos que la transformación del aula de un espacio físico a uno virtual generó el desafío a la hora de enseñar Historia y generar aprendizajes significativos cuando la vida de las y los estudiantes estaba centrada en otras preocupaciones. El objetivo que guía este trabajo es articular nuestras experiencias como docentes del Nivel Medio en torno a la virtualidad durante el año 2020 y otorgar un marco teórico a nuestra práctica desde una mirada cualitativa.

O presente trabalho teve como objetivo analisar a importância da Educação à Distância na formação do profissional de Pedagogia. A metodologia consistiu na pesquisa bibliográfica; foram coletadas obras em formas de livros, artigos e materiais disponíveis na internet. A pesquisa se justifica por entender que as práticas da Educação à Distância deixaram de ser um assunto periférico e assumiu um lugar de destaque no cenário da educação brasileira e mundial. Considerando o pedagogo, compreende-se que esse profissional deve estar em constante formação, para que possa atuar de forma satisfatória tanto em ambientes escolares como em não escolares. Foi possível conceituar a Educação à Distância como uma modalidade de ensino não presencial, onde o processo de ensino eaprendizagem ocorre através do uso da internet e aparelhos tecnológicos. Muitos profissionais não conseguem conciliar o trabalho com os estudos, visto que as aulas no formato presencial exigem que os alunos frequentem fisicamente a instituição de ensino. A educação à distância permite que o aluno encontre o tempo adequado, assim como utilize o espaço físico disponível para se formar ou dar continuidade à sua formação

El siguiente texto tiene como objetivo reflexionar sobre la posibilidad de vivenciar la representación escénica previamente concebida para el espacio físico dentro del espacio virtual establecido durante el aislamiento ocasionado por la pandemia del COVID-19 en México, con la finalidad de vislumbrar algunas de sus posibilidades dentro de su Nueva Normalidad. Esto, por medio de un dialogo entre sus características técnicas y tecnológicas, los hábitos establecidos previamente al respecto y la factibilidad del consumo digital dentro de la sociedad mexicana. Observándose como resultado, una dificultad para implementar un espacio exclusivamente virtual para su práctica dentro de la Nueva Normalidad, especialmente, cuando sólo 56.4% de los mexicanos (as) dispone de acceso a internet.

This systematic literature review addresses strongly on makerspaces in schools. An evaluation of literature about their status-quo shows qualitative and quantitative knowledge gaps in the relatively new field of makerspaces in and used by schools according to infrastructure, funding, and administration. A taxonomy concerning physical existing makerspaces in schools and used by schools including parameters like location, responsibilities, financing, instructors, users, time restrictions, and feasible maker activities is developed. Two different electronic journal databases, Institute of Electrical and Electronics Engineers (IEEE) and ScienceDirect, acted as source for this literature review. Most of this existing literature concentrates on the educational maker activities and only some feature additional information like the physical space, the financing or else. Nonetheless, these rare findings suggest four main categories of real-world makerspaces used for educational pur-poses in schools: External makerspaces, school makerspaces, open makerspaces located in schools, and temporary (Pop-up) makerspaces. Furthermore, we identified the need for investigations on the question of open makerspaces located in schools and the financial and organizational structure to operate them.

Physical space is always socially produced as it reflects the diverse needs, interests and beliefs of those who inhabit it. In China, principles of Feng Shui have driven the production of space for...

In their dual roles as community hubs and knowledge facilitators, libraries of the future will experience major change: they will have fewer books and increased available physical space; they will ...

In this article, I argue that Benedictine stability might provide a rational modulation for some people to not only cope with but also flourish during the pandemic vis-à-vis the stay-at-home (SHO) order. I will not argue that those who obey the SHO are more rational than those who don’t or vice versa. Instead, I will argue that those who end up following the SHO, whether voluntarily or involuntarily, can rationalize following the SHO by learning from the Benedictine vow of stability. First, stability in a physical space reimagined as a kind of retreat from society might be beneficial for rejuvenating oneself and pursuing what one values. Second, stability negatively discourages people from escaping a difficult reality and positively encourages them to overcome challenges in the institutions in which they belong. Third, stability can be seen as a necessary context for the betterment of character.

With the spread of the COVID-19 pandemic, field researches conducted within the social sciences took on a new form where the researchers and interviewees cannot meet in the same physical space. Even though interviews were sometimes conducted via communication technologies and digitalization, the implementation has become even more widespread now. The lack of a spatial experience shared by both parties brings new questionings on the fundamental elements of feminist methodology which include the transforming feature of the researcher on the research field, potential hierarchies to be built between the researcher and interviewees, and taking the responsibility of the research field. In accordance with its subject matter, this article addresses the current circumstances of the above-stated questionings of feminist methodology through comparative examples from the author’s personal research experiences before and during the pandemic. Moreover, it discusses how the socio-spatial dynamics that are thought to be internal to feminist methodology function in physical distance.

espanolEl espacio educativo ha permanecido invariable durante el ultimo siglo, respondiendo a un sistema organizativo propio de un paradigma educativo obsoleto, mientras que las metodologias docentes han ido avanzando hacia un enfoque activo. Si bien este anacronismo entre practica docente y espacio educativo es generalizado, en el caso de la Educacion Artistica contemporanea la falta de correspondencia resulta especialmente acusada. Desde la asignatura de Expresion Plastica y su Didactica del Grado de Maestro y Maestra en Educacion Primaria de la Universidad de Oviedo se plantea, dentro de la formacion inicial de los futuros docentes, despertar su consciencia y desarrollar su sensibilidad hacia el espacio fisico en que llevara a cabo su labor profesional como parte de su aprendizaje. A traves de propuestas artistico educativas en las que el espacio supone un factor fundamental a nivel estetico, estructura y conceptual, el alumnado experimenta las posibilidades del ambiente fisico, lo que repercutira en su futura practica docente. EnglishWhile teaching methodologies have been moving towards an active approach, the educational space has remained unchanged over the last century, in response to an organizational system that is part of an obsolete educational paradigm. Although this anachronism between teaching practice and educational space is prevalent in the case of contemporary Artistic Education, the lack of correspondence is particularly noticeable. From the course of Didactic of Arts in the Bachelor's Degree in Primary Education of the University of Oviedo, it is proposed, within the initial training of future teachers, to awaken their conscience and develop their sensitivity towards the physical space in which they will carry out their professional work as part of their learning. Through artistic educational proposals in which the space is a fundamental factor on an aesthetic, structural and conceptual level, students will experience the possibilities of the physical environment, which will have an impact on their future teaching practice.

Home is often dually conceptualized as a physical space of living and a psycho-social place of belonging. To engage with this dual nature of home, housing scholars refer to the concept of ontologic...

Is the move to exhibit online really defined by a distinction of space – “IRL” [In Real Life] physical space vs. the Internet? At the time of writing, almost a year into the pandemic, the way we access museums and galleries begs questions of this supposed divide between digital and physical worlds. What is more, what has become, at an impressive speed, an almost compulsory generalised drive to deliver online projects has resulted in a variable explosion of “content” – virtual renderings of ac...

This paper illustrates how, among Chinese migrants in Japan, the notion of belonging is constructed and modified by their use of digital technology, by presenting digital technologies as a continuum of physical and digitized life experiences. Drawing on interviews with 55 Chinese migrants in Japan, this paper argues that Chinese migrants are increasingly engaged in digital spaces that combine the online and offline and permit their presence at a transnational scale, through a collectively imagined ‘Chinese’ identity. However, because of the influence of physical spaces on Chinese migrants’ transnational, diasporic experiences, this transnational engagement does not lead to the construction of a transnational or a relatively static nation-state sense of belonging. Instead, for Chinese migrants in Japan, the notion of belonging can be based on the situation and context, and it can switch between the home and host countries.

O objetivo deste trabalho é apresentar a formação dos professores e seus espaços de escolarização, em uma cidade do interior paulista. O propósito é mostrar como se deu a mobilidade de alguns docentes, na cidade do Rio Claro, trazendo aspectos da história local e propondo, a partir da visão micro, entender outros contextos. Cabe destacar que esses docentes, ora estavam trabalhando em instituições educacionais públicas – escolas isoladas e grupos escolares, ora nas particulares – colégios, institutos, salas noturnas, escolas subvencionadas, entre outras, a formação docente possuía um impacto sobre essa questão. A pesquisa tem como recorte temporal o período de 1890 a 1920. Foi possível verificar, por meio de fontes de pesquisa de diversas naturezas, a criação de uma multiplicidade de instituições que ofereciam a escolarização primária na cidade de Rio Claro. Os docentes tinham uma mobilidade frequente, em vários espaços escolares, devido a inúmeros problemas relacionados às condições de trabalho, que ainda fazem parte das discussões nos dias de hoje, tais como: baixos salários, falta de material didático, falta de mobiliário, falta de espaço físico adequado as aulas etc.

Consumers, whether more or less consciously, attach their identity to places in order to give meaning to their lives. In this research, we discuss the process by which consumers attach their identity to commercial settings, based on the extended self and place attachment theories. Through observations, in-depth interviews, and discourse analysis, this study explores the bonds people make with a place, taking a Brazilian heritage market as a research context. The findings suggest that the link between consumers’ identities and commercial settings occurs in different forms, based not only on their self-narratives but also on the physical space.

O objetivo foi identificar e compreender as questoes que agem em prol da ambientalizacao do curriculo e as que que se constituem como desafios para esse processo. O estudo ocorreu em uma escola do campo situada proximo ao Parque Estadual de Itapua, RS. Utilizou-se uma abordagem etnografica, com analise a partir de triangulacao das fontes consultadas. Os resultados mostram que o engajamento dos professores com as questoes ambientais, a gestao escolar, o espaco fisico e as praticas pedagogicas podem contribuir com a ambientalizacao do curriculo. As principais dificuldades estao relacionadas aos recursos financeiros e a mobilizacao dos estudantes para a preocupacao ambiental e para a valorizacao do lugar. Environmentalization of the curriculum in schools near conservation areas The objective of this study was to identify and understand actions in favour of the environmentalization of the curriculum, and issues that constitute challenges for this process. The study took place in a rural school located near the Itapua State Park, RS, Brazil. An ethnographic approach was applied, with analysis based on the triangulation of the sources consulted. The results show that the engagement of teachers with environmental issues, school management, physical space and pedagogical practices can contribute to the environmentalization of the curriculum. The main difficulties are related to financial resources, and engaging students with environment awareness and appreciation of the place. Keywords: Environmentalization. Environmental Education. Rural education. Curriculum.

PurposeUsing the lens of social physics, this study aims to examine how, if at all, one graduate training program fostered collisions or meaningful interactions, between students and faculty from different disciplinary backgrounds.Design/methodology/approachQualitative, ethnographic case study methods.FindingsThe University of Maryland’s National Research Traineeship program fostered collisions between students and faculty from different disciplinary backgrounds by facilitating exploration, idea flow and engagement within an interdisciplinary scholarly community. These collisions generated productive opportunities for student learning, development and collaborations, but at times also produced non-generative outcomes.Practical implicationsThis study names specific, strategic activities (e.g. regular research talks, physical space) that graduate programs can use to facilitate interdisciplinary collaborations among students and faculty and considers the extent to which such activities contribute to organizational change.Originality/valueThis paper applies new theories (collisions and social physics) to understanding interdisciplinary collaboration and identifies aspects of graduate training programs that may be replicable in other institutional settings.

While there is an extensive body of literature about the impact of sharing physical space on ethical consumption, and a growing body of literature that addresses the impact of digital technologies on ethical consumption, there is little research on the increasing intersections between the physical and digital realms. This study explores the distinct affordances of physical and digital spaces and how they may work in both complementary and synergistic fashions. Drawing on an ethnographic study of two ethical consumption communities in North London, UK, we explore how ethical consumers navigate and negotiate both physical and digital spaces, taking advantage of such affordances. We develop the notion of chorophilia, or love for physical space, explore digital commitments and synergistic affordances of scaling up, and advance polytopes, which focus on the relationality of digital-physical spaces. Implications and avenues for future research are also discussed.

In today's digital age, a variety of agile and lean-oriented formats such as innovation labs (IL) have evolved to conquer new business opportunities. Little is known about ILs from a participants' perspective. The literature has a static view of ILs, focuses on the lab phase, and neglects that ILs also require a setup and reintegration phase. This case study draws upon an IL in the financial industry, explores team formation and performance along the IL journey, and draws attention to the reintegration of results. The results indicate that, except for facilitation, resources, and physical space, participants matter. The effectiveness of ILs depends on the dynamic interplay of participants, lab environment, facilitation, and resources. Our research clearly indicates that organizations must manage participants' expectations, facilitate team building, and prepare for reintegration. We encourage scholars to consider the participants' perspective at the heart of ILs.

Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for students with and without disabilities to learn in inclusive settings. Teachers and parents must build trusting and collaborative partnerships in the delivery of inclusive education. Finally, students with and without disabilities must work together and support one another in building effective schools. We offer research-based strategies for and examples of effective collaborative relationships and outcomes from those relationships.

Introducción y propósito de la investigación: los autores, miembros del grupo de cuidados al final de la vida de la Universidad de La Laguna, buscan identificar áreas de mejora con respecto al cuidado al final de la vida, las pérdidas y el duelo en el contexto profesional, desde la premisa de que es escasa e insuficiente la formación y preparación en torno al tema que nos trae. Metodología: se trata de una investigación fenomenológica hermenéutica mediante grupo focal de quince enfermeras del centro de salud Ofra Delicias-Miramar, en Santa Cruz de Tenerife (España), realizada en noviembre de 2019. Resultados: se identifican cuatro categorías principales al profundizar en ¿qué es el duelo?: el espacio físico del duelo y la muerte; el significado y contexto; el duelo por niños fallecidos; y propuestas de mejora. Conclusiones: las enfermeras refieren no sentirse suficientemente preparadas y formadas en lo que respecta al duelo y el proceso de morir. La formación es escasa y cabe plantearse y reflexionar sobre cómo las enfermeras realizan diagnósticos, establecen objetivos e intervenciones a personas en el final de la vida o en el proceso de duelo Introduction and purpose of the research: the authors, members of the End-of-Life Care group at the University of La Laguna (CUFINVIDA), seek to identify areas of improvement concerning end-of-life care, loss and grief in the professional context, from the premise that there is not enough training around this topic. Methodology: phenomenological hermeneutic research through a focus group of fifteen nurses from Ofra Delicias-Miramar primary healthcare centre in Santa Cruz de Tenerife (Spain), carried out in November 2019. Results: Four main categories are identified when delving into what mourning is: the physical space of mourning and death; meaning and context; mourning for deceased children and proposals for improvement. Conclusions: Nurses report not feeling prepared regarding grief and the process of dying. Training is scarce, and it is necessary to consider and reflect on how nurses carry out diagnoses and establish objectives and interventions for people at the end of life or in the mourning process.

The increased use of web-enabled smartphones in urban public life is an important driver for merging physical space with digital information. Smartphone users access this information via a new form of apps referred to as locative media. In media studies, two opposing hypotheses exist as to how the use of locative media will transform public places. On the one hand, scholars express euphoric expectations that locative media will create socially inclusive places by sensitizing users to their environment and bringing strangers into conversation. On the other hand, the opponents demur that by personalizing spatial perception locative media will reinforce exclusion and push the decline of public life. In light of our empirical findings from a case study in Berlin, both hypotheses would appear to be exaggerations. Instead, we plead for a more detailed analysis of different forms of using locative media, revealing inclusive as well as exclusive implications. We illustrate our approach by analyzing two apps for annotating urban places: Foursquare City Guide and Swarm.

Este estudo debate sobre as intervenções em centros históricos e a relação dos espaços públicos com seus usuários, a partir do estudo de caso da Praça Cívica, localizada no Setor Central de Goiânia, Goiás, Brasil. O objetivo do trabalho é analisar os processos de intervenções em centros urbanos e revitalização de espaços públicos históricos, debatendo sobre a ligação entre os conceitos de memória, identidade e centros urbanos. Inicialmente, são apresentados os conceitos de cultura, memória e patrimônio, relacionando-os com os espaços públicos. Em seguida, foi feita uma análise da praça, buscando entender sua história e suas modificações ao longo do tempo, com foco na última revitalização, ocorrida em 2016. Os métodos utilizados foram: revisão bibliográfica, análise historiográfica, estudo de caso, visita in loco e aplicação de questionário virtual junto a moradores da cidade, de modo a entender a relação dos usuários com a praça. Os resultados demonstram que há, de fato, uma conexão entre os usuários e o espaço, porém há a necessidade de criação de políticas voltadas para valorização do patrimônio existente, a promoção de atividades e usos diversos, bem como a manutenção do espaço físico da praça que atualmente se encontra degradado – mesmo tendo sido revitalizado recentemente. This study discusses interventions in historic centers and the relationship of public spaces with their users, based on the case study of Praça Cívica, located in the Central Sector of Goiânia, Goiás, Brazil. The objective of the work is to analyze the intervention processes in urban centers and the revitalization of historic public spaces, debating on the connection between the concepts of memory, identity and urban centers. Initially, the concepts of culture, memory and heritage are presented, relating them to public spaces. Then, an analysis of the square was made, seeking to understand its history and its changes over time, focusing on the last revitalization, which took place in 2016. The methods used were: bibliographic review, historiographic analysis, case study, on-site visit and application of a virtual questionnaire with city dwellers, in order to understand the users' relationship with the square. The results demonstrate that there is, in fact, a connection between users and the space, but there is a need to create policies aimed at valuing the existing heritage, promoting activities and different uses, as well as maintaining the physical space of the square which is currently degraded - even though it has recently been revitalized. Este estudio analiza las intervenciones en loscentros históricos y la relación de los espacios públicos con sus usuarios, a partir del estudio de caso de la Praça Cívica, ubicada en el Sector Central de Goi-ânia, Goiás, Brasil. El objetivo del trabajo es analizar los procesos de intervención en los centros urbanos y la dinamización de los espacios públicos históricos, debatiendo sobre la conexión entre los conceptos de memoria, identidad y centro urbano. Inicialmente se presentan los conceptos de cultura, memoria y patrimonio, relacionándolos con los espacios públicos. Luego, se realizó un análisis de la plaza, buscando comprender su historia y sus cambios a lo largo del tiempo, enfocándose en la última revitalización, que tuvo lugar en 2016. Los métodos utilizados fueron: revisión bibliográfica, análisis historiográfico, estudio de caso, visita in loco y aplicación de un cuestionario virtual con los habitantes de la ciudad, para comprender la relación de los usuarios con la plaza. Los resultados demuestran que existe, de hecho, una conexión entre los usuarios y el espacio, pero existe la necesidad de generar políticas orientadas a la valorización del patrimonio existente, promoviendo actividades y usos diferentes, así como manteniendo el espacio físico de la plaza, que está actualmente descuidado, a pesar de que recientemente haya sido revitalizado.

Recent years have seen a resurgence of interest in the relation between networks and spatial context. This review examines critically a selection of the literature on how physical space affects the formation of social ties. Different aspects of this question have been a feature in network analysis, neighborhood research, geography, organizational science, architecture and design, and urban planning. Focusing primarily on work at the meso- and microlevels of analysis, we pay special attention to studies examining spatial processes in neighborhood and organizational contexts. We argue that spatial context plays a role in the formation of social ties through at least three mechanisms, spatial propinquity, spatial composition, and spatial configuration; that fully capturing the role of spatial context will require multiple disciplinary perspectives and both qualitative and quantitative research; and that both methodological and conceptual questions central to the role of space in networks remain to be answered. We conclude by identifying major challenges in this work and proposing areas for future research.

In this paper, we investigated a model of academic development based upon a recurring residential academic writing retreat combining individual writing times, workshops, work-in-progress groups and one-on-one consultations with shared meals and informal gatherings in a natural environment. Using a case study research approach, we analysed data accumulated from seven annual residential writing retreats for education scholars. Participants included 39 academics, administrative staff, senior doctoral students and community partners from multiple institutions. We found evidence that the retreats enhanced participants’ knowledge of writing and publishing processes, advanced their academic careers, built scholarly capacity at their institutions and strengthened writing pedagogy. The data indicated that the presence of writing and writers at the residential academic writing retreats generated presents (i.e., gifts) for the participants. The presence of writing time, writing goals and writing activities in the company of other writers were key to the retreat pedagogy. Participants appreciated gifts of time and physical space and described giving and receiving peer feedback and emotional support as forms of gift exchange within the community. The resulting writing strategies, competencies and identities provided the gift of sustainability. The analysis confirmed that this ongoing, immersive, cross-institutional, cross-rank, institutionally funded model of academic development was effective and responsive to the needs of individual scholars.

Architecture and technology have always intersected at aprecarious crossroads.Really, architectureand design are applied sciences that utilize research and development in technology to propel theirwork to new heights, Everything from digital drawing and rendering, to construction documents andbuilding are becoming easier to do whith better results. Everything we use on day to day basis isbeing affected by breakthroughs in technology in technology. Some of these things are vital to oureveryday lives, others simply make things easier. For example the Cyberspace in which theperformance of many of the daily tasks easier and faster, This article hopes to outline some of thattecnology , and show how it is being by architect to build abetter, more effficient, more visuallystunning digital world. Since there was a lack of Studies showing the change Created by digitaltechnology in the nature of human activities performed by the human,Which resulted in a change inthe patterns and functions of buildings; The research problem was identified. Therefore, theresearch focused on the study of Cyberspace and its impact on the architectural design ofcontemporary buildings with the aim of adapting the user to the development in digital technologyand linking them to the space that he uses and inhabits. Based on the research problem and thepurpose of the research, the research hypothesis was based on the possibility of merging theCyberspace with the basic standards of architectural design of the physical spaces in contemporarybuildings. To attain the objectives of the study and the research hypothesis, the research used tworesearch methods, theoretical and analytical. Therefore, the research was divided into three parts:The first part is the theoretical study in which the concept of cyberspace, its characteristics, itscomponents, its functions, the hypotheses of the scientists around it, the relationship betweencyberspace and physical emptiness, and the criteria of the performance of activities throughcyberspace The second part is the analytical study, Where an analysis of some of the affectedbuildings patterns of Cyberspace And to visualize the change that occurs when using Cyberspace toperform tasks that are supposed to perform in the physical space of the building.The third part AComparative Analysis by comparing the design criteria of one of the types of buildings analyzedwith the design criteria for the same building when using Cyberspace. According to the analyticalstudy and comparative analysis,research concluded the possibility of merging the cyberspace withthe physical spaces in the architectural design of buildings and exploitation the Cyberspace. in theprovision of materialism spaces, Which helps to find solutions to the problems of congestion Andthe lack of green areas in future cities. لطالما تداخلت التکنولوجيا والھندسة المعمارية في مفترق طرق غير مستقر، فالعمارة والتصميم من العلوم التطبيقية التي تھتمبالبحث والتطور التکنولوجي لدفع عملھم إلى آفاق جديدة، حيث کل شيء بداية من الرسم والتمثيل الرقمي إلى الانشاء والبناءأصبحث أسھل في تحقيق نتائج أفضل. فکل شيء نستخدمھ بشکل يومي يتأثر بالإنجازات الکبيرة في التکنولوجيا، بعض ھذهالأمور حيوي في حياتنا اليومية والبعض الأخر ببساطة يسھل الأمور، على سبيل المثال الفراغ الإلکتروني الذي يتم منخلالھ أداء الکثير من المھام اليومية بشکل أسھل وأسرع. تأمل ھذه المقالة في تحديد بعضھذه التکنولوجيا، وإظھار کيف يتماستخدامھا من قبل المعماريين لبناء عالم رقمي أکثر کفاءة وأفضل من الناحية البصرية. ولما کان ھناک قصور في الدرساتالتي تبين التغيير الذي أحدثتھ التکنولوجيا الرقمية في طبيعة الأنشطة التي يؤديھا الإنسان والتي ترتب عليھا تغير في أنماطووظائف المباني؛ تحددت المشکلة البحثية، وعليھ فقد رکز البحث على دراسة الفراغ الإلکتروني وتأثيره على التصميمالمعماري للمباني المعاصرة بھدف ملائمة المستخدم للتطور في التکنولوجيا الرقمية والربط بينھما وبين الفراغ الذي يستخدمھويقطن فيھ. وبناءا على المشکلة البحثية والھدف من البحث؛ قامت افترضية البحث على (إمکانية دمج الفراغ الإلکتروني معالمعايير الأساسية للتصميم المعماري للفراغات المادية في المباني المعاصرة).ولتحقيق أھداف الدراسة والفرضية البحثية استخدم البحث منھجين بحثيين وھما النظري والتحليلي. ولھذا تم تقسيمالبحث على ثلاثة أجزاء وھم:الجزء الاول: وھي الدراسة النظرية ويتم فيھ التعرف على مفھوم الفراغ الإلکتروني وخصائصھ ومکوناتھ، والمھامالتي تتم من خلالھ، وفرضيات العلماء حولھ، وتوضيح العلاقة بين الفراغ الإلکتروني والفراغ المادي وإستنباط معاييرأداء الأنشطة من خلال الفراغات الإلکترونية.الجزء الثاني: وھي الدراسة التحليلية حيث يتم تحليل لبعضأنماط المباني المتأثرة بالفراغ الإلکتروني ووضع تصورللتغير الذي يطرأ عليھا عند استخدام الفراغ الالکتروني لأداء المھام التي من المفترضأدائھا في الفراغ المادي للمبنى .الجزء الثالث: التحليل المقارن وذلک عن طريق عمل مقارنة بين المعاييرالتصميمية لأحد أنماط المباني التي تم تحليلھاوبين المعايير التصميمية لنفس المبني عند استخدام الفراغ الالکتروني.ومن خلال الدراسة التحليلية والتحليل المقارن استنتج البحث إمکانية دمج الفراغ الإلکتروني مع الفراغات المادية فيالتصميم المعماري للمباني واستغلالھ للتوفير في المساحات المادية مما يساعد على ايجاد حلول لمشاکل الازدحام ونقصالمناطق الخضراء في المدن المستقبلية.

Active-learning research has explored 2 distinct areas: pedagogy and physical space. As existing research has most often explored only 1 area per study and few have been done in the area of sport sociology, additional research is needed. This research combined both areas of active learning through a quasi-experimental design. Using 2 different classes, Sport and Society and Gender and Sport, students were exposed to an unchanging physical space or manipulated physical space, as well as active-learning tasks of varying complexity. No differences in student perceptions of engagement or learning were found when comparing space variations; however, task complexity did lead to significant differences in student perceptions of engagement and learning.

In the last decade, design thinking has been discussed as a new paradigm for dealing with complex business problems. The implementation of design thinking is linked with substantial changes in the organizational culture, and becomes visible in new approaches to designing office and learning spaces. To analyze proponents’ perspectives on the implementation process, we adapted Schein’s (1990, 2017) approach of different layers of an organizational culture. In general, two layers in an organization are addressed, namely visible artifacts and behaviors, as well as basic principles to think about approaches to deal with business problems (mindset). In total, eight semi-structured expert interviews were conducted with proponents to learn more about the implementation of design thinking and the architecture of related office spaces. The findings suggest that design thinking addresses both aspects—the provision and inner design of physical space as well as a change of mindset.

This paper explores the role played by social media and physical community space in creating community identity in a new residential area. It argues that physical space still matters in a digital era, as social media tends to draw similar people together, rather than building bridges between diverse groups of residents. To build community identity that is both cohesive and inclusive, it is important that community space is available from early on in a building programme.

P. Bourdieu borrows a number of ideas and conceptions of G.-V. Leibniz and uses them in his theory of the social space in systematic fashion. The Leibnizean theories of the relation physical space, of the real definition, of the pre-established harmony become the interrelated reflective means of empirical sociology. This article attempts to interpret epistemic significance of the fact that the conceptions of Leibniz have appeared to be fruitful in sociology of Bourdieu. Sociological real definition defines a social fact not only by its distinctive features but first of all by its genesis, not in its static “what” but in historic “why”. In this perspective the real definition expresses the subject of sociological study and its method in the same time. And it is not the beginning of scientific research but its complicated result, to construct the real definition of a social fact means already to explain it. The real definition of the social space is neither direct reflection of social structures nor such purely formal operations of indirect mathematic construction of the social space which could be jettisoned after achievement of the result. The construction of the real definition is included in its result. The objectivity of this definition consists not in achieving the reality of “the things themselves” but in expressing genesis of purely transcendent, not accessible to simple reflection social relations in gradual construction of a system of purely immanent, sensual signs, in numeric dependencies and terms.

The Normal Delivery Center (CPN) of São Sebastião / DF, also named the House of Delivery in São Sebastião, is a unit of the Unified Health System (SUS) that provides care to low-risk pregnant women in the Eastern Health Region of the Federal District who want a humanized birth in the public health network. Created in 2001, with the objective of attending and conducting normal delivery, it is composed of 4 PPP rooms (pre-delivery, delivery and postpartum) and aims to meet the entire gestation demand by giving birth to the proposed line of care by the Stork Network. In 2011, the Ministry of Health (MS) created this care network as a public policy strategy that systematizes and institutionalizes a model of care for childbirth and birth. However, the lack of support infrastructure makes the actions proposed by the network unfeasible. Therefore, it is necessary to evaluate and implement viable solutions. Based on the post-occupation evaluation (APO) of the House of Delivery in São Sebastião, the existing project from the architectural point of view, considering the physical space and its environmental comfort (thermal, light and sound), the users' perception, companions and employees) through the application of a questionnaire and compliance with current legislation. In view of the information obtained, the intention is to identify the main aspects that need improvement, aiming at a sustainable architecture, that qualifies the environment., O Centro de Parto Normal (CPN) de São Sebastião/DF, também nominado Casa de Parto de São Sebastião, é uma unidade do Sistema Único de Saúde (SUS) que oferece atendimento às gestantes de baixo risco da Região de Saúde Leste do Distrito Federal que desejam um parto humanizado na rede pública de saúde. Criada em 2001, com o objetivo de assistir e conduzir o parto normal, é composta por 4 quartos PPP (pré-parto, parto e pós-parto) e tem o intuito de atender toda a demanda da gestação ao parir, seguindo a linha de cuidados propostos pela Rede Cegonha. Em 2011, o Ministério da Saúde (MS) criou essa rede de cuidados como uma estratégia de política pública que sistematiza e institucionaliza um modelo de atenção ao parto e ao nascimento. No entanto, a ausência de infraestrutura de apoio inviabiliza as ações propostas pela rede. Sendo assim, faz-se necessária a avaliação e implementação de soluções viáveis.Com base na avaliação pós-ocupação (APO) da Casa de Parto de São Sebastião, serão avaliados o projeto existente do ponto de vista arquitetônico considerando o espaço físico e seu conforto ambiental (térmico, luminoso e sonoro), a percepção dos usuários (puérperas, acompanhantes e funcionários) por meio de aplicação de questionário e a conformidade com a legislação vigente. Tendo em vista as informações obtidas, a intenção é identificar os principais aspectos que necessitam de melhoria, visando uma arquitetura sustentável, que qualifique o ambiente.

Building a highly efficient environment for creative thinking has always been the core goal of a university’s environmental research. However, previous studies show that there remains a lack of a s...

Public libraries are great equalizers in a society that has become more divided between those who have plenty and those who can hardly survive. Anyone is welcome in a public library – there is no need to purchase anything or show identification to be there, and you can stay if you follow the rules and the doors are open. Public librarians use their skills and knowledge to help people find information to improve and enrich their lives. One way this happens is through community engagement. The more librarians become involved in their community, the better they can aid the community. This chapter explores how librarians can become more enmeshed within their communities, how libraries can transition from a traditional model of librarianship to a focus on meeting people where they are, both in terms of physical space and in overall skill, and how we can use technology to aid in these pursuits. The public library can be used as a bridge between the public and other services. Forward thinking ideas will help ensure the continued value that the public sees in libraries.

This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.

With AR’s dynamic and immersive qualities, the Pickrick AR project aims to serve two purposes: to support the civil rights movement in remembrance of the African Americans who fought for equality and to educate students about this special moment in history via a pedagogical tool. With considerations of the Covid-19 pandemic, this tool aims to create an immersive and enlightening experience within the real physical space without the presence of a tour guide. In this paper, is an introduction to our design concepts, specifically in how to integrate multimedia information and create a user-friendly interface by using Human Computer Interaction (HCI) principles and the Sense of Place (SOP) Theory.

This study highlights how 20 Swedish principals, school managers and architects involved in planning, construction and reconstruction of primary and secondary school buildings at regional, municipal and local levels represent good learning environments. Drawing on semi-structured interviews, the analysis focuses on how the stakeholders understand the physical, pedagogical and social aspects of learning environments, including the power relations and principles of control that are embedded in their understandings. The findings indicate two orientations when the interviewees discuss good learning environment, an orientation towards clearer boundaries and control in physical, pedagogical and social spaces (strong classification and framing), and an orientation towards weaker boundaries and control (weak classification and framing). The first orientation is directed towards what, in previous research and policy discourses, is described as traditional school design, whereas the second rejects some basic principles of traditional school design and aligns with what is commonly described as innovative school design. lict

The COVID-19 Pandemic has exacerbated challenges in remote design collaboration during the past year. Public policy has shifted almost all activities into a remote format. This separation in physical space results in challenges in design collaboration and design work. Three topics that have become more complicated during our study during the pandemic and are explored here. These topics are the Mind–Body Dichotomy, Perspective, and Wicked Problems.

Drumming is an activity characterised by percussive instruments with different functions. This study evaluated the communicative and cultural significance of drumming in Nigeria using the talking drum. The study was evaluated using the Uses and Gratification theory. This study was analysed with the aid of secondary data on drumming and talking drum from Nigerian scholars and online websites. The analysis revealed that the talking drum is an established tool of communication and culture in Nigeria despite the upsurge of digital technology revolutionizing societal outlook. Drumming however no longer only exists in the physical space but can now be accessed through the internet and digital media. The study recommends that, drumming should be taught in schools and promoted through popular culture.

Shifting from the institutional logics of the asylum, the second chapter considers how we structure and culturally conceive of ‘hallucination’. This chapter will analyse Ridiculusmus’ The Eradication of Schizophrenia in Western Lapland, Caryl Churchill’s The Skriker and debbie tucker green’s nut. Distinguishing ‘hallucination’ from the phenomena of hearing voices and seeing visions, I suggest it is a cultural logic of madness, imagining mad experience as a private space sundered from communal ‘reality’. In doing do, we exoticize madness whilst simultaneously rendering it knowable. From this, I argue that hallucination follows a spatial logic that requires interrogation, an insistence of mad experience as a private space sundered from communal ‘reality’. The chapter looks at how theatre can destabilize our calcified architectures of hallucination, whether through the manipulation of physical space to alter audience perception, fostering ambiguity in identifying who ‘hallucinates’, or adopting and subsequently imploding traditional spatial structure of genre.

The ambiances that submerge and impregnate us, as we walk, are the means to explore the idea of Spatial Empathy: a concept understood as the basis for strengthening the experiences in urban places (Duarte et al. in Uma ambiencia urbana a luz do conceito de “Empatia Espacial”: a Pedra do Sal, no Rio de Janeiro. Anais do 1o Congresso Internacional Espacos Publicos, EDIPUCRS, Porto Alegre [8]). In order to understand what would lead to a spatial bond, as a result of a user’s affectation in urban ambiances, Spatial Empathy emerges as embodiment of the opportunity to experience the other (in this case, the physical space itself). Basing on the studies of Einfuhlung (Vischer in on the optical sense of form: a contribution to aesthetics. The Getty Center for History of Art and Humanities, Santa Monica, [22] and Lipps in Aux origines de l’empathie: Fondements et fondateurs. Ovadia, Nice, pp 105–127, [10]), Spatial Empathy explores our emotional attachment to the world, our propensity to project our feelings into the inanimate and our self-identification with urban spaces. Taking the body as the tool of experimentation itself, this paper seeks to show how the concept of Spatial Empathy has been studied in experiences of urban exploration—an erratic or a ‘free walking’ experience developed in Grenoble, in 2017. The outcomes from the walking exercises guided to outline the method presented in this article. The different epistemological positions considered supported to identify common elements involved in the collective actions in urban spaces. Each of the experiences required different approaches and types of urban experiences, including that Spatial Empathy should not only be taken as a principle but also as medium for insertion of people into the urban experience. Finally, this article validates the identification of three moments related to the process of walking/wandering that outlines a method to explore the empathic process in the spatial context: resonance, sharing and engagement.