Relevant bibliographies by topics / Conceptualising space

Academic literature on the topic 'Conceptualising space'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Conceptualising space"

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France, Rachel. "The production of hospice space: conceptualising the space of caring and dying." Mortality 21, no. 1 (October 18, 2015): 88–89. http://dx.doi.org/10.1080/13576275.2015.1098605.

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Newman, Saul. "Postanarchism and space: Revolutionary fantasies and autonomous zones." Planning Theory 10, no. 4 (July 7, 2011): 344–65. http://dx.doi.org/10.1177/1473095211413753.

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In this paper, I call for a re-consideration of anarchism and its alternative ways of conceptualising spaces for radical politics. Here I apply a Lacanian analysis of the social imaginary to explore the utopian fantasies and desires that underpin social spaces, discourses and practices – including planning, and revolutionary politics. I will go on to develop – via Castoriadis and others – a distinctly post-anarchist conception of political space based around the project of autonomy and the re-situation of the political space outside the state. This will have direct consequences for an alternative conception of planning practice and theory.
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Blasco, Maribel. "Conceptualising curricular space in busyness education: An aesthetic approximation." Management Learning 47, no. 2 (June 7, 2015): 117–36. http://dx.doi.org/10.1177/1350507615587448.

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Arthurson, Kathy, and Scott Baum. "Making space for social inclusion in conceptualising climate change vulnerability." Local Environment 20, no. 1 (July 16, 2013): 1–17. http://dx.doi.org/10.1080/13549839.2013.818951.

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Nagalia, Shubhra. "Conceptualising Gender Studies: Curriculum and Pedagogy." Indian Journal of Gender Studies 25, no. 1 (January 15, 2018): 79–107. http://dx.doi.org/10.1177/0971521517738452.

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This article draws upon the experience of inhabiting the disciplinary space of Gender Studies (GS) as faculty in a newly founded social science and humanities university, Ambedkar University Delhi (AUD). It attempts to formulate the challenges in and potential for giving shape to this specialised discipline in a neo-liberal context. It grapples with some of the complexities of the originary moment and how they have affected the discipline. Issues and linkages with Women’s Studies also foreground some of the tensions that have characterised our brief disciplinary history. These themes are explored by drawing upon the experience of curricular review and design of the Master’s programme in GS and the pedagogical dilemmas that constantly crop up in this age of celebration of ‘difference’. The first section focuses on the larger context of higher education in which a university like AUD was set up along with a discussion of the specific context of the location of GS within AUD. The second section looks at the various transactions and negotiations needed to run the GS programme.
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Jackson, S. E. "The water is not empty: cross‐cultural issues in conceptualising sea space." Australian Geographer 26, no. 1 (May 1995): 87–96. http://dx.doi.org/10.1080/00049189508703133.

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Su, Feng. "‘Place’, ‘space’ and ‘dialogue’: conceptualising dialogic spaciality in English faith-based universities." Journal of Beliefs & Values 39, no. 3 (January 17, 2018): 330–43. http://dx.doi.org/10.1080/13617672.2017.1422583.

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Jackson, S. E. "The Water is Not Empty: Cross-Cultural Issues in Conceptualising Sea Space." Maritime Studies 1995, no. 84 (September 1995): 1–12. http://dx.doi.org/10.1080/07266472.1995.10878430.

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Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.

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Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.
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Keinert, Alexa, Volkan Sayman, and Daniel Maier. "Relational Communication Spaces: Infrastructures and Discursive Practices." Media and Communication 9, no. 3 (July 23, 2021): 28–39. http://dx.doi.org/10.17645/mac.v9i3.3988.

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Digital communication technologies, social web platforms, and mobile communication have fundamentally altered the way we communicate publicly. They have also changed our perception of space, thus making a re-calibration of a spatial perspective on public communication necessary. We argue that such a new perspective must consider the relational logic of public communication, which stands in stark contrast to the plain territorial notion of space common in communication research. Conceptualising the spatiality of public communication, we draw on Löw’s (2016) sociology of space. Her relational concept of space encourages us to pay more attention to (a) the infrastructural basis of communication, (b) the operations of synthesising the relational communication space through discursive practices, and (c) power relations that determine the accessibility of public communication. Thus, focusing on infrastructures and discursive practices means highlighting crucial socio-material preconditions of public communication and considering the effects of the power relations which are inherent in their spatialisation upon the inclusivity of public communication<em>.</em> This new approach serves a dual purpose: Firstly, it works as an analytical perspective to systematically account for the spatiality of public communication. Secondly, the differentiation between infrastructural spaces and spaces of discursive practices adds explanatory value to the perspective of relational communication spaces.
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Dissertations / Theses on the topic "Conceptualising space"

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Middleton, Howard Eric, and n/a. "The Role of Visual Mental Imagery in Solving Complex Problems in Design." Griffith University. School of Education, 1998. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050919.170056.

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The problem addressed in this thesis is the nature of design expertise and the role of visual mental imagery in design. The problem is addressed firstly, by examining the nature of problems, including design problems. It is argued that design problems are complex and ill-defined and can be distinguished from non-design problems. Secondly, design expertise is examined. It was found that design experts have a large store of design knowledge in a form that is readily accessible, and engage in extensive problem-finding prior to generating design solutions. Thirdly, the role of visual mental images as a component of design problem-solving and design expertise is examined. It is argued that visual mental images are important features of both design expertise and the transition from novice to expert. A number of case studies are designed and conducted. The findings of these studies are interpreted as supporting the theoretical ideas developed in the thesis. The introduction of design-based technology programs into Australian high schools has created the need for teachers to be able to assist students to generate creative solutions to design problems. Currently, technology teachers are experiencing difficulty in helping students to generate creative solutions to design problems. Hence a better understanding of design process may help to shape teaching and learning in design-based subjects. Furthermore, many complex everyday problems share similar properties with design problems. The research may therefore contribute to the understanding of the way people solve problems that have some characteristics in common with design problems. It is argued in this thesis that existing theories and models explaining the nature of problems and of the processes of solving problems are adequate in explaining many categories of problems and problem-solving but are inadequate in explaining the process of solving design problems. A new model of a problem space is proposed and justified. It is argued that design problems occur within a problem space that consists of a problem zone, a search and construction space and a satisficing zone. To establish, theoretically, the role of visual mental imagery in designing, two bodies of cognitive research literature are employed. Firstly, research into the utility of sketches in problem-solving are examined. This research indicates that external images assist problem-solving. Secondly, research into the relationship between perception and imagery is examined. This research suggests that visual mental images are functionally equivalent to perceived images. Thirdly, by combining the findings on sketches in problem-solving with the findings on imagery and perception, it is then possible to argue that visual mental images can assist problem-solving, and may play an important role in the resolution of complex design problems. The cognitive theory explaining the role of visual mental imagery in problem-solving in design is used to develop predictions for testing in two practical studies. Designers use visual imagery to represent and transform complex design problems within the problem space, and visual images are theorised as capable of providing more efficient representations for solving design problems than other forms of representation such as propositions. In the two studies undertaken in this thesis, a case study methodology was employed. The findings of the two studies support the arguments developed in this thesis that expert designers are able to form more complete and more detailed images of design problems and solutions than novices. Expert designers have a large store of previous solutions that can be retrieved from long-term memory as visual mental images. Expert designers are able to recognise when their existing solutions can be used, how they might be modified for use, and where something new is required. The study examined designing in terms of the deployment of procedures and the relationship among these procedures, and with images usage. It was found that designers traverse the design problem space using generative and exploratory procedures and that these procedures are facilitated by and facilitate, the production of visual mental images. The study provides a model of a problem space that can be used to explain the process of solving complex ill-defined problems, the cognitive processing involved in creative thinking and the role of mental imagery in an information processing theory of problem-solving. Conceptualising the problem space as containing a problem zone, search and construction space and satisficing zone makes it possible to apply the concept of a problem space to problems that do not contain well specified problem and goal states and with a limited number of operators. Integrating imagery theories with information processing theories provides an account of the process of solving complex design problems and the generation of novel solutions.
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Middleton, Howard Eric. "The Role of Visual Mental Imagery in Solving Complex Problems in Design." Thesis, Griffith University, 1998. http://hdl.handle.net/10072/366392.

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The problem addressed in this thesis is the nature of design expertise and the role of visual mental imagery in design. The problem is addressed firstly, by examining the nature of problems, including design problems. It is argued that design problems are complex and ill-defined and can be distinguished from non-design problems. Secondly, design expertise is examined. It was found that design experts have a large store of design knowledge in a form that is readily accessible, and engage in extensive problem-finding prior to generating design solutions. Thirdly, the role of visual mental images as a component of design problem-solving and design expertise is examined. It is argued that visual mental images are important features of both design expertise and the transition from novice to expert. A number of case studies are designed and conducted. The findings of these studies are interpreted as supporting the theoretical ideas developed in the thesis. The introduction of design-based technology programs into Australian high schools has created the need for teachers to be able to assist students to generate creative solutions to design problems. Currently, technology teachers are experiencing difficulty in helping students to generate creative solutions to design problems. Hence a better understanding of design process may help to shape teaching and learning in design-based subjects. Furthermore, many complex everyday problems share similar properties with design problems. The research may therefore contribute to the understanding of the way people solve problems that have some characteristics in common with design problems. It is argued in this thesis that existing theories and models explaining the nature of problems and of the processes of solving problems are adequate in explaining many categories of problems and problem-solving but are inadequate in explaining the process of solving design problems. A new model of a problem space is proposed and justified. It is argued that design problems occur within a problem space that consists of a problem zone, a search and construction space and a satisficing zone. To establish, theoretically, the role of visual mental imagery in designing, two bodies of cognitive research literature are employed. Firstly, research into the utility of sketches in problem-solving are examined. This research indicates that external images assist problem-solving. Secondly, research into the relationship between perception and imagery is examined. This research suggests that visual mental images are functionally equivalent to perceived images. Thirdly, by combining the findings on sketches in problem-solving with the findings on imagery and perception, it is then possible to argue that visual mental images can assist problem-solving, and may play an important role in the resolution of complex design problems. The cognitive theory explaining the role of visual mental imagery in problem-solving in design is used to develop predictions for testing in two practical studies. Designers use visual imagery to represent and transform complex design problems within the problem space, and visual images are theorised as capable of providing more efficient representations for solving design problems than other forms of representation such as propositions. In the two studies undertaken in this thesis, a case study methodology was employed. The findings of the two studies support the arguments developed in this thesis that expert designers are able to form more complete and more detailed images of design problems and solutions than novices. Expert designers have a large store of previous solutions that can be retrieved from long-term memory as visual mental images. Expert designers are able to recognise when their existing solutions can be used, how they might be modified for use, and where something new is required. The study examined designing in terms of the deployment of procedures and the relationship among these procedures, and with images usage. It was found that designers traverse the design problem space using generative and exploratory procedures and that these procedures are facilitated by and facilitate, the production of visual mental images. The study provides a model of a problem space that can be used to explain the process of solving complex ill-defined problems, the cognitive processing involved in creative thinking and the role of mental imagery in an information processing theory of problem-solving. Conceptualising the problem space as containing a problem zone, search and construction space and satisficing zone makes it possible to apply the concept of a problem space to problems that do not contain well specified problem and goal states and with a limited number of operators. Integrating imagery theories with information processing theories provides an account of the process of solving complex design problems and the generation of novel solutions.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education
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Allan, Mary Katherine. "Conceptualising Social Space in Cyberspace: A Study of the Interactions in Online Discussion forums." Thesis, University of Canterbury. Education, 2005. http://hdl.handle.net/10092/1051.

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The study introduces an alternative analytic framework for the investigation of online discussion forums. It focuses on the social dynamics occurring in online discussion threads situated within a tertiary e-learning context, and advocated by social learning theories. Online discussion forums are perceived as conducive environments for the evolvement and support of collaborative and socio- constructivist learning. However, the literature reviewed, revealed a growing need for finding empiric frameworks for ascertaining the materialisation of these perceptions. Attempting to address the identified need, the study adopts ethnomethodological notions, complemented by Structural Analysis approach, to produce an alternative analytic frame called the Event Centre (EC) approach for the study of online discussion forums. The theoretical framework chosen in this study enables the investigation of online discussion forums as systems of relations rather than aggregations of individuals. The EC approach enables the visual representation of networks of people interacting with each other and at the same time presenting the content discussed in each interaction. Applying the EC approach to a set of 131online discussion threads, enabled the discovery of social dynamics occurring within the discussion threads. Preliminary investigations of these visually represented dynamics revealed two overarching patterns. One depicting uni directional interactions in which all participants referred to a single message and a second one depicting sequences of interactions organised in chain like patterns. The study suggests that these overarching patterns may imply different perceptions of knowledge as enacted by the participants, and hence possibly reveal different perceptions of teaching and learning through which it may be possible to detect collaborative and social constructivist processes. The study suggests that the visual patterns introduced should be perceived as abstractions of particular events, implying their generalisability and hence possible application to different data sets.
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Barnard, Melinda. "The Colony: conceptualising space through the corporate culture, work, and quotidian life of an Indian corporation in Tete, Mozambique." Thesis, 2016. http://hdl.handle.net/10539/22424.

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Submitted in partial fulfilment of the requirements of a Masters of arts by coursework and research report in social anthropology University of the Witwatersrand, Johannesburg
As capitalism speeds up and spreads out whilst entering a new phase of internationalization, individuals are left with uncertainty with regards to what ‘place’ means and how they should relate to it. Within the corporate sphere, this must ring true for many office workers – especially those who have migrated to new cities or countries. Scholarly work on time-space compression has prompted anthropologists (and social theorists) to re-think ‘place’ not solely in terms of capital, but also in relation to race or gender. By looking at an Indian-owned international mining corporation, which has entered Africa – specifically in Tete, Mozambique – with, in their view, the aim of functioning as a ‘local company’, I wish to interrogate corporate self-conceptualisation by asking the question: “What does it mean to be an Indian corporation in Africa?” I explore their Colony – made up of the corporate administrative office and adjacent housing compound – by looking at how this space is constructed in relation to the outside space of the country in which it is located, as well as through an unpacking of this construction with regards to workplace relations in the corporate office and in the lives of office workers both within and outside of the office. We can no longer look at a single place without considering the complex mix of the global that makes it up, that indeed collapses into it. We are challenged to see place as a point of intersection; to not merely look at the visible networks of global capital, but also to recognise and give importance to those invisible flows of people and networks that link them, especially in relation to south-south partnerships and interactions. When looking at the office space, we must acknowledge that the office space is more than simply a daily meeting place – it is not static, and it has no boundaries (other than its four walls). Rather, it is more complex than a single identity and yet, at the same time, is unique in the complexities that unify it.
GR2017
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Books on the topic "Conceptualising space"

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S, Bettencourt Ana M., and International Union of Prehistoric and Protohistoric Sciences, eds. Conceptualising space and place: On the role of agency, memory and identity in the construction of space from the upper palaeolithic to the Iron Age in Europe. Oxford: Archaeopress, 2010.

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McGann, Sarah. Production of Hospice Space: Conceptualising the Space of Caring and Dying. Taylor & Francis Group, 2016.

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McGann, Sarah. Production of Hospice Space: Conceptualising the Space of Caring and Dying. Taylor & Francis Group, 2016.

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McGann, Sarah. Production of Hospice Space: Conceptualising the Space of Caring and Dying. Taylor & Francis Group, 2016.

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McGann, Sarah. Production of Hospice Space: Conceptualising the Space of Caring and Dying. Taylor & Francis Group, 2016.

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McGann, Sarah. Production of Hospice Space: Conceptualising the Space of Caring and Dying. Taylor & Francis Group, 2016.

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Alterator, Scott, and Craig Deed. School Space and Its Occupation: Conceptualising and Evaluating Innovative Learning Environments. BRILL, 2018.

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School Space and Its Occupation: Conceptualising and Evaluating Innovative Learning Environments. BRILL, 2018.

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Book chapters on the topic "Conceptualising space"

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Riaño, Yvonne. "Conceptualising space in transnational migration studies. A critical perspective." In Border Transgression, 35–48. Göttingen: V&R unipress, 2017. http://dx.doi.org/10.14220/9783737007238.35.

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Colombo, Silvia. "Re-conceptualising EU-North Africa Relations: ‘Outside-In’ and ‘Inside-Out’ Dynamics." In The EU in a Trans-European Space, 177–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03679-9_9.

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Arndt, Sonja, Søren Smedegaard Bengtsen, Carl Mika, and Rikke Toft Nørgård. "Spaces of Life: Transgressions in Conceptualising the World Class University." In Evaluating Education: Normative Systems and Institutional Practices, 251–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_15.

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AbstractBeyond knowledge, critical thinking, new ideas, rigorous science and scholarly development, this chapter argues for the university as a space of life. Through the complexities and incommensurabilities of academic life, and drawing on Julia Kristeva’s notion of revolt, Emmanuel Levinas’ notion of Otherness, and Novalis’ concept of Romantisierung, it makes a philosophical argument for recognizing what might appear as uncomfortable transgressions of the marketable, measurable characteristics of World Class Universities. In various ways, the chapter asks where there is space, in the World Class University, for elements which may not overtly align with the neoliberal clamour for international recognition and esteem. In elevating everyday life in the university, the chapter blurs boundaries of the celebrated, strived for rankings with the spaces of life that are dark and heterotopic, messily entangled with histories, polyphonic human and more than human voice, beings and energies, within the university. Revolt provokes a re-turn to re-question the ethics and boundaries of treatments of ‘world’ and ‘class’ in conceptions of the World Class University. Here, ‘World Class University’ is not necessarily a globally streamlined and internationally bench-marked institution, flexing its socio-economic muscles in the face of the world. Instead, it is an institution that speaks for others who have been made silent and deprived of their own critical voice. It speaks for the suppressed and marginalized, and it speaks for the ones who are no longer with us, or who have not yet arrived. It speaks for the people and the times yet to come.
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Johnston, Bill, Sheila MacNeill, and Keith Smyth. "Digitally Enriched Learning Spaces." In Conceptualising the Digital University, 127–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99160-3_7.

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Lilley, Keith D. "Conceptualising the City. Historical Mapping, Spatial Theory, and the Production of Urban Spaces." In Cities and their spaces, 29–40. Köln: Böhlau Verlag, 2013. http://dx.doi.org/10.7788/boehlau.9783412216092.29.

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Laws, Ana Luisa Sánchez. "Precedents of immersive journalism, between the fatal bullet and the reflective space." In Conceptualising Immersive Journalism, 11–29. Routledge, 2019. http://dx.doi.org/10.4324/9780429199394-2.

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Chung, Simone Shu-Yeng, and Mike Douglass. "Introduction." In The Hard State, Soft City of Singapore. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463729505_intro.

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This chapter outlines how imaginative representations of the city, told through the images they convey or evoke, form collective expressions of human agency in placemaking and the (re)shaping of urban space. Of equal importance are polemical developments that play integral roles in influencing conditions for artistic and social (re)production in Singapore. In foregrounding society-space relations and the city, we argue that physical spaces are subject to a multitude of social imaginings, which are then projected back into urban space to convey individual and shared meanings, identities and purposes. Such diverse ways of conceptualising space, which can sometimes be born out of resistance, present another mode of understanding and experiencing the lived city.
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"Conceptualising the Phenomenon of Distance Learning in Saudi Arabia: A Foucauldian Panoptic Approach." In Space and Place: Exploring Critical Issues, 81–89. BRILL, 2013. http://dx.doi.org/10.1163/9781848882362_009.

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Halvorsen, Sam. "Losing space in Occupy London: fetishising the protest camp." In Protest Camps in International context. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447329411.003.0010.

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This chapter examines the case study of Occupy London and argues that the protest camp is inevitably susceptible to fetishisation, understood as the subordination of process to form. It begins by examining the work of Henri Lefebvre and John Holloway – two authors who discuss the challenges of creating counter forms from below - in order to ground the discussion in theoretical debates surrounding fetishisation and institutionalisation. Based on militant research with Occupy London – involving interviews, ethnography and archive analysis - the remainder of the chapter examines the losing of Occupy London’s principal occupied space, the camp outside St Paul’s Cathedral, and points toward a wider set of issues surrounding protests camps and territorial forms of struggle. It concludes by conceptualising the protest camp as an antagonistic form that necessarily exists against-and-beyond the social movements that constitute it.
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Murphy, Peter. "The N-Dimensional Geometry and Kinaesthetic Space of the Internet." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1042–47. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch140.

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What does the space created by the Internet look like? One answer to this question is to say that, because this space exists “virtually,” it cannot be represented. The idea of things that cannot be visually represented has a long history, ranging from the Romantic sublime to the Jewish God. A second, more prosaic, answer to the question of what cyberspace looks like is to imagine it as a diagram-like web. This is how it is represented in “maps” of the Internet. It appears as a mix of crosshatching, lattice-like web figures, and hub-and-spoke patterns of intersecting lines. This latter representation, though, tells us little more than that the Internet is a computer-mediated network of data traffic, and that this traffic is concentrated in a handful of global cities and metropolitan centres. A third answer to our question is to say that Internet space looks like its representations in graphical user interfaces (GUIs). Yet GUIs, like all graphical designs, are conventions. Such conventions leave us with the puzzle: Are they adequate representations of the nature of the Net and its deep structures? Let us suppose that Internet space can be visually represented, but that diagrams of network traffic are too naïve in nature to illustrate much more than patterns of data flow, and that GUI conventions may make misleading assumptions about Internet space, the question remains: What does the structure of this space actually look like? This question asks us to consider the intrinsic nature, and not just the representation, of the spatial qualities of the Internet. One powerful way of conceptualising this nature is via the concept of hyperspace. The term hyperspace came into use about a hundred years before the Internet (Greene, 1999; Kaku, 1995; Kline, 1953; Rucker, 1977, 1984; Stewart, 1995; Wertheim, 1999). In the course of the following century, a number of powerful visual schemas were developed, in both science and art, to depict it. These schemas were developed to represent the nature of four-dimensional geometry and tactile-kinetic motion—both central to the distinctive time-space of 20th-century physics and art. When we speak of the Internet as hyperspace, this is not just a flip appropriation of an established scientific or artistic term. The qualities of higher-dimensional geometry and tactile-kinetic space that were crucial to key advances in modern art and science are replicated in the nature and structure of space that is browsed or navigated by Internet users. Notions of higher-dimensional geometry and tactile-kinetic space provide a tacit, but nonetheless powerful, way of conceptualising the multimedia and search technologies that grew up in connection with networked computing in the 1970’s-1990’s.
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