Academic literature on the topic 'Inner fringe belt'

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Journal articles on the topic "Inner fringe belt"

1

Ünlü, Tolga. "Thinking about urban fringe belts: a Mediterranean perspective." Urban Morphology 17, no. 1 (April 8, 2022): 5–20. http://dx.doi.org/10.51347/jum.v17i1.2884.

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Four perspectives on fringe belts are discussed: spatial, economic, social and planning. The characteristics of previous studies are examined in relation to these perspectives. In this light the investigation of the fringe belts, especially the inner fringe belt, of the Mediterranean port city of Mersin reveals the emergence of three distinct functional sections within the inner fringe belt and the merging of the inner and middle fringe belts. Phases and processes of development are examined. The absence of a significant fixation line until the construction of the ring road well into the post-war period has been a major factor influencing the historico-geographical pattern of fringebelt development. The findings are related to those of previous fringe-belt studies.
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Meneguetti, Karin Schwabe, and Staël de Alvarenga Pereira Costa. "The fringe-belt concept and planned new towns: a Brazilian case study." Urban Morphology 19, no. 1 (October 31, 2014): 25–33. http://dx.doi.org/10.51347/jum.v19i1.4021.

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There is a degree of consensus about the theoretical foundations underpinning the fringe-belt concept, but relevant empirical research carried out in different cultural contexts still raises important questions. In this paper the methodology of the British urban morphology school is applied in a planned new town in Brazil in order to draw comparisons. The identification of fringe belts in Maringá city confirms the validity of the methodology. The planned city configuration may be compared to the formation of ancient walled cities, attesting the strength of fixation lines in the creation of inner fringe belts. Middle and outer fringe belts are more fragmented. This difference is partly related to the fact that the time-span over which these fringe belts have been formed is very short.
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Song, Wenying. "An integrated spatial strategy for the inner fringe belt as an operational entity." Urban Morphology 25, no. 2 (July 1, 2021): 196–98. http://dx.doi.org/10.51347/jum.v25i2.4687.

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Song, Wenying. "An integrated spatial strategy for the inner fringe belt as an operational entity." Urban Morphology 25, no. 2 (July 1, 2021): 196–98. http://dx.doi.org/10.51347/um25.0016.

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Dong, Qi, Shuxue Qu, Jiahui Qin, Disheng Yi, Yusi Liu, and Jing Zhang. "A Method to Identify Urban Fringe Area Based on the Industry Density of POI." ISPRS International Journal of Geo-Information 11, no. 2 (February 11, 2022): 128. http://dx.doi.org/10.3390/ijgi11020128.

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During the period of rapid urbanization, the urban fringe area is the area where urban expansion occurs first, and land use change is the most active. Studying its evolution laws and characteristics is of great significance to urban planning and urban expansion, and the primary task of fringe area research is the spatial recognition and boundary division of urban fringe area. The previous methods for defining urban fringe areas are mainly divided into qualitative division based on experience and quantitative division based on indicators constructing. This research avoids the construction of index systems and the selection of mathematical models and improves the objectivity of the experiment. Based on the existing methods, this research considers the correlation between the difference of industrial distribution within cities and the urban spatial structure and spatial distribution of urban elements and considers the distance decay law of urban density. The urban fringe area in this research is defined as the distinction region of the service and manufacturing industry extending outward from the inside of the city. First, calculate the POI density of service industry and manufacturing industry. Then look for the inflection point where its density value drops sharply and get the isoline of that point. The range within the isoline is that the industry extends outward from the inner city and has reached the saturation state. Two types of industries can determine two isolines, and the belt region between those isolines is the urban fringe area. We use the urban fringe area identified from the impervious surface data to verify the result. The comparative results show that the identification method of urban fringe area based on POI works effectively, and it can successfully identify the multi-center urban core area. The method mentioned in this paper provides a new idea from the perspective of industrial activities in identifying and defining the belt region of urban fringe area.
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Krajnik, Damir, Mladen Obad Šćitaroci, and Bojana Bojaniĉ Obad Šćitaroci. "City fortifications and the form of European cities, with special reference to Croatia." Urban Morphology 12, no. 2 (August 27, 2022): 117–29. http://dx.doi.org/10.51347/jum.v12i2.3944.

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Developments on the sites of bastion fortifications are often welldesigned expansions of city cores with mainly public buildings, representative residential buildings and public spaces. The transformation of bastion fortifications in the Croatian towns of Karlovac and Osijek in the earlytwentieth century resulted in the creation of urban landscapes that can be compared in their characteristics with similar areas in major cities such as Frankfurt, Hamburg and Copenhagen. Developments in these two towns are comparable to those in the nineteenth century in many parts of Europe. They are inner fringe belts forming boundary zones between historically and morphologically distinct housing areas.
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Meneguetti, Karin Schwabe, and Fabiano Lemes de Oliveira. "Reconsidering green belts, green wedges and greenways." Acta Scientiarum. Technology 43 (September 23, 2021): e55196. http://dx.doi.org/10.4025/actascitechnol.v43i1.55196.

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Facing accelerated urbanization and landscape alteration, cities expand on the territory showing better or worse relationships between built environment and green spaces. Based on recent literature review, this article discusses the green wedges, green belts and greenway planning models in order to evaluate their capability in answering contemporary ecological and social issues. The article presents a conceptual overview of the selected planning models through a recent literature review, looking at the fundamental concepts of green infrastructure; then, it enlightens the connections between the spatial forms and the functions derived of these forms. These three models are connected infrastructures, varying between the ring, the star or linear forms. What differs the most is the capacity to encompass existing patches like forests or other valuable areas and the proximity and distribution of green spaces throughout the city. Whilst green belts, for their fringe condition, distance itself from the majority of inner-city dwellers, both green wedges and greenways can cross the urban fabric, and reach a greater number of neighborhoods, although the simple existence of these features does not guarantee their social functions. These findings have significant implications for the design of city expansions and can help to configure better neighborhoods in growing cities.
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POPPLE, LINDSAY W., and DAVID L. EMERY. "Five new species of Yoyetta Moulds (Hemiptera: Cicadidae: Cicadettinae) from south-eastern Australia." Zootaxa 5141, no. 5 (May 30, 2022): 401–41. http://dx.doi.org/10.11646/zootaxa.5141.5.1.

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Five new species are described in the genus Yoyetta Moulds, each belonging to the Yoyetta tristrigata (Goding and Froggatt) species group. Yoyetta australicta n. sp. occurs in southern eucalypt woodlands in two separate populations, one extending from the foothills of the Mt Lofty Ranges and southern fringes of Adelaide north to the Flinders Ranges, and the other from Warrumbungle National Park and from Clandulla, near Orange and near Grenfell in New South Wales south to Mt Taylor in the Australian Capital Territory. Yoyetta corindi n. sp. has a restricted, coastal and subcoastal warm temperate distribution in north-eastern New South Wales open forest communities between Trustums Hill and Arrawarra, extending inland from south-west of Grafton to Tyringham. Yoyetta delicata n. sp. has an inland warm temperate distribution in eucalypt woodland and open forest from near Killarney and west of Warwick in south-east Queensland south to Cassilis and near Wyong in central New South Wales. Yoyetta ignita n. sp. is found from Flinders Peak and Mt Tamborine in south-east Queensland, south along the Great Dividing Range (and inland to Mt Kaputar) in New South Wales, with a disjunct population on the eastern slopes of Mt Ainslie in the Australian Capital Territory. Yoyetta robusta n. sp. is found from the Granite Belt in south-east Queensland south to the Glenn Innes area in northern New South Wales. The new species are all small–medium sized cicadas (15–25 mm body length) with male calling songs that are distinguishable from one another and from other species in the genus. In three of the new species (Y. australicta n. sp., Y. corindi n. sp. and Y. robusta n. sp.), the songs are characterised by sharp, high energy ticks or clicks, produced mainly in flight. Each of these species also produces ticks or clicks, sometimes in combination with a short buzz, while stationary. Of the remaining two species, one (Y. delicata n. sp.) produces a soft, coarse buzzing song while stationary and the other (Y. ignita n. sp.) produces a combination of buzzes and clicks while stationary. A key to species in the Y. tristrigata species group is provided.
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Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 156–68. http://dx.doi.org/10.21009/141.11.

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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394 Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36. Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104) Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer. Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140. Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101 Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45 Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press. Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257 Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678 Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201 Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115. Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219 Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia. Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1). Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416. Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar. NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559 Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290 28(September), 100290. Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001 Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023 Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43 Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10. Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459 Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada. Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555 Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463 Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada. Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124 Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45 Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29. Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842 Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35
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Küçük Çalışkan, Ezgi, and Ayşe Sema Kubat. "Tracking Morphological Agencies in the Alienated Fringe Belt Plots of Istanbul." Iconarp International J. of Architecture and Planning, December 20, 2022. http://dx.doi.org/10.15320/iconarp.2022.222.

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Fringe belts, founded on the peripheries of the city and thereafter being embedded in urbanized areas, can transform in time. They may either modify without losing the fringe belt character or alienate by being absorbed in residential or commercial growth. Especially in large cities with strong and rapid dynamics of change, the concept of fringe belt alienation can be a focal node for monitoring the transformations. Besides the morphological aspects, it is significant to examine the agencies that play roles behind these transformations. This paper intends to make contributions to the fringe belt literature in terms of morphological agencies by analyzing the alienated fringe belt plots in Istanbul that has the characteristics of both an ancient historical city and a megacity of today. The research deals with three major subjects: Istanbul’s fringe belt development, alienated fringe belt plots by morphology, configuration and property, and agencies involved in the alienation processes. Firstly, inner, middle, and outer fringe belts of Istanbul are identified. Their formation phases are observed to put forth a typical narrative of Istanbul’s urban development. Then, alienated fringe belt plots are analyzed with four case studies. The plot development cycles are examined to reveal the relationship between the plot and the building in each case. This examination addresses the phases of the formation and the first cycle of plot development. Second cycles are observed as the result of the transformations both in form and utilization. Finally, morphological agency networks of the cases are displayed by elaborating the active agents in transformation phases. They are categorized into five groups and analyzed by a network analysis. The motivations behind the agent behavior which reflect the periodization of urban development in Istanbul are also unveiled in this paper.
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