Landmarks For Spatial Development

The book explores the uneven spatial distribution of territory resources and its implication for the sustainable development of regions and cities. The authors analyze the features of the localization of assets, paying attention to both the manifested factors and the conditions that determine the specificity of the current spatial organization. On the basis of multivariate analysis, gravity models, clustering method, as well as the evaluation of concentration parameters, the authors propose various approaches to systematize territorial units, paying special attention to the peculiarities of their economic structure, resource diffusion barriers, and quality of life parameters. The obtained results indicate the need for a differentiated approach in the choice of guidelines for the transformation of the socio-economic space, allowing the researchers to propose various transformation models for differing regions. Thus, this book presents spatial organization models for different regional economies, highlighting various approaches to achieving the Sustainable Development Goals and reducing inequality. The book seeks to balance the benefits of polarized development with the need to avoid significant interregional disparities. At the same time, the book offers various solutions for differentiating territories, distinguishing different spatial elements, and determining the most appropriate transformation options. The results obtained may be of interest to scholars in regional and spatial science as well as to professionals in the field of territorial development management.

Spatial Intelligence examines public and professional conceptions of the relationships between thinking about spatial attributes and active engagement in spatially related constructions and designs. Even though children’s and adolescents’ spatial propensities in constructive activities parallel the skills needed by professionals in both established and emerging fields, spatial education is often missing from K–12 curricula and is easily impeded by teachers, parents, or other individuals who do not provide contexts in formalized settings, such as schools, to nurture its potential. This book bridges the gap by linking the natural spatial inclinations, interests, and proclivities of individuals from a variety of cultures with professional training and expertise in engineering, architecture, science, and mathematics. Educators will be better able to achieve the skills and awareness necessary to provide children and young adults with the vital opportunities inherent in spatial education.

First published in 1985. The present book represents a statement of the state of the art in a very important aspect of spatial cognition, its development.

The classic work on the evaluation of city form. What does the city's form actually mean to the people who live there? What can the city planner do to make the city's image more vivid and memorable to the city dweller? To answer these questions, Mr. Lynch, supported by studies of Los Angeles, Boston, and Jersey City, formulates a new criterion—imageability—and shows its potential value as a guide for the building and rebuilding of cities. The wide scope of this study leads to an original and vital method for the evaluation of city form. The architect, the planner, and certainly the city dweller will all want to read this book.

This book documents and analyses spatial planning in Ghana, providing a comprehensive and critical discussion of the evolving institutional and legal arrangements that have shaped and defined Ghana’s spatial planning system for more than seven decades; the contemporary policy instruments and mechanisms for articulating and implementing policies and proposals at multiple scales; and the formally established procedures for development management. It covers important themes in contemporary spatial planning discourse, including the evolving meaning, scope and purpose of spatial planning globally; the scales of spatial planning (i.e. national, regional, sub-regional and local); multi-level integration within spatial planning; public participation; the interface between urbanization, sustainable growth management and spatial planning; spatial planning and housing development; integrated spatial development and transportation planning; and spatial planning and the urban informal economy. Intended for undergraduate and graduate students, and academic researchers and practitioners/policy-makers in the multidisciplinary field of spatial planning, it appeals to readers seeking an international perspective on spatial planning systems and practices.

Lisa M. Oakes, Vanessa Lobue, and Marianella Casasola′s Infancy: The Development of the Whole Child unites historically important and cutting-edge theories and research to illustrate the development of the whole child from birth to age three. Topically organized and written in a conversational tone, the text illustrates the interconnected nature of development through links within its bio-psycho-social coverage. Through its inclusive approach, students see individual similarities and differences in development as a function of factors such as culture, language experience, parenting style, and socioeconomic status. Stories from the authors′ own experiences with infants highlight connections between research and parenting, social policy, and everyday contexts, effectively bringing the topics to life for students. Included with this title: LMS Cartridge: Import this title’s instructor resources into your school’s learning management system (LMS) and save time. Don’t use an LMS? You can still access all of the same online resources for this title via the password-protected Instructor Resource Site. Learn more.

Argues for an interactionist approach to spatial development that incorporates and integrates essential insights of the Piaget, Nativist, and Vygotskyan approaches.

Modern technology has infiltrated many facets of society, including educational environments. Through the use of virtual learning, educational systems can become more efficient at teaching the student population and break down cost and distance barriers to reach populations that traditionally could not afford a good education. Virtual Reality in Education: Breakthroughs in Research and Practice is an essential reference source on the uses of virtual reality in K-12 and higher education classrooms with a focus on pedagogical and instructional outcomes and strategies. Highlighting a range of pertinent topics such as immersive virtual learning environments, virtual laboratories, and distance education, this publication is an ideal reference source for pre-service and in-service teachers, school administrators, principles, higher education faculty, K-12 instructors, policymakers, and researchers interested in virtual reality incorporation in the classroom.