Bibliografias temáticas / Open spaces – england

Literatura científica selecionada sobre o tema "Open spaces – england"

Autor: Grafiati

Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Open spaces – england"

McWilliams, Claire, e Melina M. Manochin. "Engaging junior doctors: evidence from “open spaces” in England". Journal of Health Organization and Management 27, n.º 4 (2 de agosto de 2013): 520–26. http://dx.doi.org/10.1108/jhom-09-2012-0182.

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Pussard, Helen. "Historicising the spaces of leisure: open-air swimming and the lido movement in England". World Leisure Journal 49, n.º 4 (janeiro de 2007): 178–88. http://dx.doi.org/10.1080/04419057.2007.9674510.

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Bao, Ziqian, Yihang Bai e Tao Geng. "Examining Spatial Inequalities in Public Green Space Accessibility: A Focus on Disadvantaged Groups in England". Sustainability 15, n.º 18 (9 de setembro de 2023): 13507. http://dx.doi.org/10.3390/su151813507.

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Green spaces have been recognised for their positive impact on residents’ health and well-being. However, equitable access to these spaces remains a concern as certain social groups face barriers to reaching public green areas (PGS). Existing studies have explored the relationship between green spaces and vulnerable populations but have often overlooked the spatial variations in accessibility experienced by these groups. This research aimed to investigate the spatial association between green space accessibility and five key variables representing vulnerability: age, educational deprivation, health deprivation, crime rates, and housing barriers. Ordinary least squares and multi-scale geographically weighted regression (MGWR) techniques were employed to analyse the relationship between the nearest distance to public green spaces and the challenges experienced by vulnerable groups based on socioeconomic factors in England. The findings highlight disparities in open green space access for vulnerable groups, particularly older adults and individuals with limited education and housing accessibility, who are more likely to face restricted access to green spaces. There was a negative correlation found between health deprivation and the accessibility of green spaces, indicating people who suffer from the disease may live closer to green spaces. Surprisingly, although a positive association was observed between crime risk and distance to public green space in most areas, there were specific areas that exhibit a negative correlation between them. This study emphasises the importance of considering the perspectives of vulnerable groups in addressing PGS inequality and underscores the need for inclusive public green space planning and policy development.

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Bird, Johannah. "Indigenous Relational Methodologies and Archives". Transactions of the American Philosophical Society 113, n.º 1 (2024): 41–59. http://dx.doi.org/10.1353/tap.2024.a925832.

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Abstract: Drawing upon personal archive stories in Canada and England, this article adds to the growing body of Indigenous scholarship that considers the practices and experiences of archival research. Archive stories open reflection on practical and theoretical issues that arise around issues of access, privilege, ownership, framing, and mediation, particularly in settler archival spaces. Drawing upon the work of Deyohahá:ge: Indigenous Knowledge Centre and other IKCs, I consider the implications of Anishinaabeg ethics of relation and Haudenosaunee Two Row research methodology for approaches to archival research that attend to sets of relations within and beyond the archive. Settler archives are fraught sites of relation that can require careful negotiation, but Indigenous research methodologies can facilitate archival interpolation and, ultimately, open them up for Indigenous peoples to better access their knowledges and histories.

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Flather, Amanda. "The Organization and Use of Household Space for Work in Early Modern England: 1550–1750". European History Quarterly 51, n.º 4 (outubro de 2021): 480–503. http://dx.doi.org/10.1177/02656914211049722.

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This paper explores the neglected topic of the organization and use of household space for work (paid and unpaid) during the early modern period. It engages critically with the concept of ‘the open house’ in relation to recent arguments about processes of spatial and social closure of houses and households in the early modern period associated with the development of a capitalist socio-economic system. Drawing on a variety of sources including diaries, autobiographies, inventories and court records the analysis considers how work was organized in the domestic context and how experience varied according to gender, age, status and location as well as time of day, week or year. The paper argues that a perceived dichotomy between an open house and a closed home secluded from the social and business world of community and commerce is inadequate in the consideration of space and attitudes in this period. Individuals in larger houses could control access to certain spaces at specific times and work could be concentrated in certain rooms. But in practice in most households the complicated demands of the household economy required openness to outsiders that rendered the boundaries of houses more permeable and potentially more unstable than they are today. The analysis considers the case of England and compares rural and urban homes in a particular regional context, but it opens up several ways for historians to think about the relationship between work and home in other European regions.

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Roberts-Holmes, Guy. "Governing and commercialising early childhood education: Profiting from The International Early Learning and Well-being Study (IELS)?" Policy Futures in Education 17, n.º 1 (janeiro de 2019): 27–40. http://dx.doi.org/10.1177/1478210318821761.

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This article examines why the government in England has signed the country up to taking part in the OECD’s new international assessment known as The International Early Learning and Well-being Study (IELS). The article highlights the role of IELS as a technology of neoliberal governance. Looking forward it considers how IELS may open up new business opportunities and spaces for profit for businesses in England and elsewhere. At present, IELS is a fledgling product, but it may in time further add to the explanatory and governing power of the OECD to steer national policy makers towards a homogenised educational future defined by the organisation. IELS is run and managed by the National Foundation for Education Research (NFER), a national not-for-profit research organisation. The article explores how this same not-for-profit organisation also won the remarkably similar early childhood English Baseline Assessment 2 worth £9.8 million. Finally, the article examines the possibility that, in the future, if IELS were to develop, the edu-business Pearson might be interested in IELS to add to its existing interests in global data governance for profit.

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MATTHEWS-JONES, LUCINDA. "OXFORD HOUSE HEADS AND THEIR PERFORMANCE OF RELIGIOUS FAITH IN EAST LONDON, 1884–1900". Historical Journal 60, n.º 3 (13 de setembro de 2016): 721–44. http://dx.doi.org/10.1017/s0018246x16000273.

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AbstractThis article considers how lecturing in Victoria Park in the East End of London allowed three early heads of the university settlement Oxford House to engage local communities in a discussion about the place of religion in the modern world. It demonstrates how park lecturing enabled James Adderley, Hebert Hensley Henson, and Arthur Winnington-Ingram, all of whom also held positions in the Church of England, to perform and test out their religious identities. Open-air lecturing was a performance of religious faith for these settlement leaders. It allowed them to move beyond the institutional spaces of the church and the settlement house in order to mediate their faith in the context of open discussion and debate about religion and modern life. The narratives they constructed in and about their park sermons reveal a good deal about how these early settlement leaders imagined themselves as well as their relationship with the working-class men they hoped to reach through settlement work. A vivid picture of Victorian religious and philanthropic life emerges in their accounts of lecturing in Victoria Park.

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Sidebottom, Kay, e Kay Sidebottom. "From ‘Prevent’ to ‘Enable’". Feminist Dissent, n.º 4 (11 de março de 2019): 246–73. http://dx.doi.org/10.31273/fd.n4.2019.189.

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Given the increasing pressures on teachers in Further and Adult Education across a range of economic, political and managerial factors, this article argues that inquiry-based approaches to education can open up much-needed transformative learning spaces to the benefit of tutors, students and wider communities. Through the presentation of a case study, this article suggests that the inclusion of such ‘pro-social pedagogies’ in teacher training programmes will both equip teachers with tools to facilitate dialogue, and provide reflective spaces in which they can consider their own positions regarding challenging education policy. The case study, a ‘community philosophy enquiry’ into Prevent and Fundamental British Values involving trainee teachers in the North of England, is outlined and the ethical challenges considered. The approach taken is based on a posthuman ‘ethics of affirmation’ (Braidotti, 2012) and a nomadic ontology which facilitates change through the joining together of agents for transformation, across a series of on- and off-line rhizomatic assemblages. The article concludes with recommendations for the further implementation of democratic educational practices such as community philosophy, which allow space and time for discussion and dissent.

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Moss, Rachel. "“Let Him Walk with You”: Telling Stories About Fifteenth-Century Men, and the Women they Left Behind". Medieval Feminist Forum 58, n.º 1 (2022): 128–45. http://dx.doi.org/10.32773/rxmx9778.

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In this article I use a blend of autoethnography and historical storytelling to explore the role of outdoor space in forming relationships between fifteenth-century men and their maintenance of hegemonic power. By weaving together three striking vignettes from late fifteenth-century England, constructed as creative retellings of the historical evidence, with autoethnographic notes on my own lived experience, I am able to fill in the gaps of the historical record and open up questions about the implications of what has been left out. I argue that the medieval cultural understanding of the outdoors as both spiritually and physically beneficial, as well as practical concerns about privacy, made orchard and garden spaces a natural site for sharing sensitive news and for deepening emotional bonds between men in ways that may have been less feasible in a busy domestic interior context. In outdoor spaces related to, but distinct from, the interior domestic space, men may have been able to exercise a homosocial intimacy freed from some of the constraints of the regulated household. This could have positive effects that nuance our understanding of the way generations of men related to one another, shifting the conversation beyond interpreting multi-generational relationships beyond strict hierarchical systems. Cultivated outdoor spaces were fruitful in ways beyond the obvious: they facilitated cross-generational empathy and fostered mutual understanding. However, the blurring of social controls and relaxing of strict etiquette around status and age in these spaces could facilitate and then cover up gross misconduct and criminal activity, up to and including rape.

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Spandler, Helen, e Tim Calton. "Psychosis and Human Rights: Conflicts in Mental Health Policy and Practice". Social Policy and Society 8, n.º 2 (abril de 2009): 245–56. http://dx.doi.org/10.1017/s1474746408004764.

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This paper examines conflicts in polices in England and Wales pertaining to the demand for alternative, non-medical crisis support for those experiencing ‘psychosis’. We examine the limitations of current treatment, policy and legislative frameworks in supporting these demands. In particular, we focus on the limitations of prevailing conceptualisations of ‘human rights’, ‘social inclusion’ and ‘recovery’. These concepts, we argue, are embedded within a broader treatment framework which renders medication as mandatory and all other treatment modalities as inherently subsidiary, and a broader policy framework which is complicit with bio-medical orthodoxies of ‘mental illness’ and prioritises treatment compliance and compulsion. Therefore, in order to advance a ‘human rights’ approach to mental health policy, we argue that reigning orthodoxies inherent within policy and practice must be explicitly challenged to open up spaces for the availability of alternatives.

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Teses / dissertações sobre o assunto "Open spaces – england"

Noussia, Julia Antonia. "Constructing spaces, representing places : a comparative analysis of open air museums in England". Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264662.

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Curtis, Robyn. "English Women and the Late-Nineteenth Century Open Space Movement". Phd thesis, 2016. http://hdl.handle.net/1885/111773.

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During the second half of the nineteenth century, England became the most industrialised and urbanised nation on earth. An expanding population and growing manufacturing drove development on any available space. Yet this same period saw the origins of a movement that would lead to the preservation and creation of green open spaces across the country. Beginning in 1865, social reforming groups sought to stop the sale and development of open spaces near metropolitan centres. Over the next thirty years, new national organisations worked to protect and develop a variety of open spaces around the country. In the process, participants challenged traditional land ownership, class obligations and gender roles. There has been very little scholarship examining the work of the open space organisations; nor has there been any previous analysis of the specific membership demographics of these important groups. This thesis documents and examines the four organisations that formed the heart of the open space movement (the Commons Preservation Society, the Kyrle Society, the Metropolitan Public Gardens Association and the National Trust). It demonstrates connections between philanthropy, gender and space that have not been explored previously. The Parliamentary Archives, London Metropolitan Archives, Guildhall Library Archives and the archives of the National Trust provided a wealth of material, including minutes, publications, newspaper cuttings and personal letters. My thesis focuses particularly on the many women activists who contributed to the achievements and philosophy of the open space movement. Unusually, women undertook significant public roles in the movement. Their participation engendered personal, professional and political advancement for their sex. My analysis illuminates the numerous motivations behind Victorian philanthropy and expands the picture of Victorian society. Further, it analyses the variety of motivations that prompted the movement’s ethos, as well as exploring the range of language used by supporters in their descriptions of the ‘natural’ world. This research highlights a significant, gendered turning point in the appreciation of conservation, preservation and the importance of open spaces in England.

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Livros sobre o assunto "Open spaces – england"

Forshaw, Alec. The open spaces of London. London: Allison & Busby, 1986.

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Marx, Stacey S. Tools and strategies: Preserving open space : a guide for New England. [Washington, D.C.?]: U.S. Dept. of the Interior, National Park Service, 1992.

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Marx, Stacey S. Tools and strategies: Preserving open space : a guide for New England. [Washington, D.C.?]: U.S. Dept. of the Interior, National Park Service, 1992.

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Marx, Stacey S. Tools and strategies: Preserving open space : a guide for New England. [Washington, D.C.?]: U.S. Dept. of the Interior, National Park Service, 1992.

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Marx, Stacey S. Tools and strategies: Preserving open space : a guide for New England. [Washington, D.C.?]: U.S. Dept. of the Interior, National Park Service, 1992.

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Plummer, Brian. City gardens: An open spaces survey in the City of London. London: Belhaven Press, 1992.

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Scott, Lucy. Lost in London: Adventures in the city's wild outdoors. London: Portico, 2013.

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1963-, Roberts Michael Symmons, ed. Edgelands: Journeys into England's true wildnerness. London: Jonathan Cape, 2011.

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International Symposium on Long-Range Sound Propagation (4th 1990 Langley Research Center). Fourth International Symposium on Long-Range Sound Propagation: Proceedings of a symposium sponsored by the National Aeronautics and Space Administration, the University of Mississippi, and the Open University of England, and held at Langley Research Center, Hampton, Virginia, May 16-17, 1990. Washington, D.C: NASA, 1990.

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Sexby, John James. Municipal Parks, Gardens, and Open Spaces of London: Their History and Associations. University of Cambridge ESOL Examinations, 2015.

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Capítulos de livros sobre o assunto "Open spaces – england"

Burke, Lydia E. Carol-Ann. "Science Teacher Education in Canada: Addressing Diversity by Living and Teaching Intersectionality". In To Be a Minority Teacher in a Foreign Culture, 317–31. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_20.

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AbstractAs a Black woman of Caribbean heritage, born and raised in England, my own school science experience was focused on learning the tricks that teachers presented as intuitively graspable. I was used to pushing through and ignoring the ‘outsider’ feelings that I possessed. As a science teacher and science teacher educator, I came to understand that there are many students for whom the acquisition of science knowledge means compromise to their sense of selfhood, either because they are members of groups for whom Western modern science is not a central tenet of understanding or because of the esoteric mode of science instruction. In this chapter, I identify four critical incidents that have occurred during my professional experience as a science teacher educator. I explore the implications of these incidents by examining them through the equity lens of intersectionality to highlight broader concerns in science teaching and science teacher education. The analyses reinforce the need for science teachers to allow themselves and their students to be open and reflective about their own positionings in the field of science education as well as the need to acknowledge the historical and philosophical contexts of Western modern science as a body of knowledge. I hope that this chapter will be used by science teacher educators to stimulate dialogue and provide an artifact around which constructive and meaningful conversation foments in the many spaces of science teacher education.

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Natanel, Katie. "Steps Toward a Decolonial Feminist Ecology". In Creative Ruptions for Emergent Educational Futures, 267–90. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52973-3_12.

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AbstractThis chapter explores how embodied ecological practices might stretch the space/time of teaching and learning in Higher Education, (re-)orienting students and teachers toward justice and solidarity. Inspired by Raja Shehadeh’s Palestinian Walks (2008) and recent initiatives by BIPOC and LGBTQ+ organisers to increase access to the land, we draw on experiences of facilitating encounters with the natural world in a Higher Education institution based in Devon, southwest England. While our journey begins with a walk designed to provide a break from the weight of study, unexpected ruptures open us to new modes of teaching and learning, connecting to each other and the land, and working toward material and epistemic decolonisation. Step by step, our story reveals how emergent educational futures might nourish political organising and extend the horizon/s of our work. By moving together through local woods, lanes and fields, we connect settler colonialism in Palestine/Israel with the (present-day) coloniality of Britain—in ways that insist on our accountability and action. Moving, breathing and sensing invite new forms of encounter and collectivity, which ground us in a broader ethic of care and sense of shared struggle. These ties, we suggest, are the roots of a decolonial feminist ecology.

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Sillars, Stuart. "Moving towards Truths". In Picturing England between the Wars, 53–62. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198828921.003.0005.

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Later in the period, more realistic views of the countryside began to emerge, with concern to protect open spaces and see farming as an endangered industry, not a pleasing spectacle. Writers reflected these changes with less idealistic views. Francis Brett Young’s Portrait of a Village did this, but its illustrations by Joan Hassall continued the romanticised approach. William Beach Thomas is forward-looking in The English Countryside, with more contemporary photographs and even the discussion of national parks. Yet even here there is a yearning for the older village and its traditions. The chapter ends with a discussion of the vocabulary of country writing, with villages that ‘nestle’ in hills, and vistas that are ‘charming’, ‘graceful’, all seen from a sentimental distance. Propaganda films of 1939 return to similar imagery: all contrast sharply with the directness of writing about the ruined villages of Belgium and France.

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Jackson, Rebekah. "Your space or mine? Play in out of school clubs". In Practice-based Research in Children's Play. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330035.003.0008.

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This chapter uses observation and semi-structured interviews to explores the everyday practices, habits and routines of playworkers in an afterschool club in the northwest of England and how these help shape children’s experiences within the setting. Of key interest is the relationship between espoused playwork intentions for the design of a play environment and what happens in practice. The chapter draws on a number of interrelated concepts drawn from the field of children’s geographies that suggest spaces are not fixed containers for action or a background against which humans carry out their interactions, but are actively produced by the ongoing encounters between adults, children, materials, movements, affects, imaginations and so on. While spaces are always in the process of being produced and are open to all sorts of possibilities, they are also imbued with power relationships, and dominant forces have considerable influence in shaping the possible movements and encounters within the setting. The intention here was to pay closer attention to these entanglements and how they produce environments that might be more or less open to moments of play emerging.

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Solymar, Laszlo. "Wireless telegraphy". In Getting the Message, 130–58. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198503330.003.0006.

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Abstract There are a number of major milestones in the history of communications and, in our narrative, each of them has so far been associated with a single country: the mechanical telegraph with France, the electrical telegraph with England and the telephone with the United States. There were, of course, good reasons for this. Revolutionary France, facing a hostile Europe, was ready to explore any new means likely to help the war effort. In England in the 1830s the newly established railways cried out for fast communications in order to avoid accidents and to improve efficiency. In response, Cooke and Wheatstone managed to turn an academic toy into a practical device. What about the telephone? Shouldn’t it also have started in England, the leading industrial power at the time? Not necessarily. In England the needs of industry and· business were perfectly well served by the Royal Mail and the telegraph. And perhaps temperament also played a role. To make instant decisions, without the time to reflect, was not an Englishman’s way of conducting his affairs. The telephone’s success needed a country with vast open spaces, vast distances and a population less inclined to hide their feelings.

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Kruuk, Hans. "Niko’s two worlds: Oxford in the 1960s". In Niko’s Nature, 207–65. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780198515586.003.0007.

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Abstract Looking back at the 1950s, one gets an impression of Niko’s life as hectic, confused, and torn in many directions. But at the beginning of the next decade it gained stability, and he appeared to come to terms with his niche in Britain. At least he seemed to settle down, into two separate existences, related but firmly apart, literally racing from one to the other. One of these worlds was in the field, in his wide-open spaces, in the dunes somewhere in the north of England, or in the Serengeti in Africa. His other world was in the Zoology Department in Oxford.

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Hetherington, Peter. "Land Renewing: Reworking for All?" In Land Renewed, 134–45. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529217414.003.0009.

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What keeps people working the land: growing crops, raising and trading livestock, enriching the countryside, and nurturing nature? How does one assess the cost of renewing the most basic resource — land? This chapter acknowledges that the government's development of an integrated land use strategy in England — by learning from the more coordinated approaches of Scotland and Wales — are among the range of factors where the answer to the second question would depend on. It points out the colliding proposals between different government departments in England that are operating at cross-purposes with little coordination. The discussion underscores the importance of policy coherence, in light of the challenges faced by farmers. It also views that life outside the EU's Common Agricultural Policy regime presents a heaven-sent opportunity to renew and rework the countryside for the benefit of everyone with the most profound changes in the management of wide-open spaces in generations.

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Ivinson, Gabrielle, e Ian Thompson. "Policy, education and poverty across the UK". In Poverty in Education Across the UK, 11–36. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447327981.003.0002.

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This chapter reports on and draws lessons from the BERA Commission on Poverty and Policy Advocacy which set up five seminars and a community Forum across regions in each of the four jurisdictions of England, Scotland, Wales and Northern Ireland. The seminars highlighted differences between the differing political contexts of the four UK jurisdictions in terms of their conceptualisations and policy enactment around child poverty and the implications for teachers in each context. The BERA Commission found that the devolved contexts of the UK open up some limited but important spaces for difference and contestation. The chapter explores how attuning to the places where children and young people grow up provides an important lens on vulnerability, wellbeing and educational achievement.

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Marshall, Peter. "Interlude: A Hanging in Dublin". In Mother Leakey and the Bishop, 56–58. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199273713.003.0004.

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Abstract December 1640, a cold Saturday morning in the city of Dublin, the grandest place in King Charles I’s other kingdom of Ireland. A coach is making its way slowly through unusually crowded streets, from the seat of government at Dublin Castle to the common ground of Oxmantown Green on the north side of the River LiVey, a place where the citizens of Dublin are accustomed ‘to walk and take the open air’. There is no such innocent recreation today, however: the people milling around the open spaces to the rear of St Michan’s church are starting to congregate around a scaVold which has been erected there, and they have come to see a man lose his life upon it. In Ireland as in England, hangings are common enough things. But this particular expression of the judicial severity of the state has turned into a momentous civic event. In the vicinity of Dublin Castle, a single bell, a passing-bell, tolls from the tower of the cathedral church of the Holy Trinity, commonly called Christ Church. At this eloquent signal, we are told, ‘the whole town and castle so thronged, as was never the like seen, that if there had not been a coach allowed him, it would have been impossible to have gone through’.

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"Development Constraints reduce urban open space: Actual conditions and future requirements in england". In Regional Planning for Open Space, 77–98. Routledge, 2009. http://dx.doi.org/10.4324/9780203359389-10.

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Trabalhos de conferências sobre o assunto "Open spaces – england"

García Martín, Fernando Miguel, Fernando Navarro Carmona, Eduardo José Solaz Fuster, Víctor Muñoz Macián, María Amparo Sebastià Esteve, Pasqual Herrero Vicent e Anna Morro Peña. "Obsolescence of urban morphology in Villena (Spain). Spatial analysis of the urban fabric in the ISUD/EDUSI candidature." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6206.

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The Integrated Sustainable Urban Development strategy (English acronym ISUD, Spanish acronym EDUSI) is an urban planning tool that the municipalities with more than 20.000 inhabitants in Spain need to be funded by the European Regional Development Fund (ERDF) in the 2014-2020 period. The city of Villena is located south- east Spain, inland the province of Alicante. The Villena municipality developed this tool in order to have a holistic and integrated vision of the situation of the city from the urban, social, economic and environmental points of view. As a part of the analysis performed to develop this strategy, a spatial analysis of the urban fabric of Villena was carried out. This study employed concepts from the typomorphological schools of Italy, England and France (Moudon, 1994) as well as from the research on relation between density and urban form (Churchman, 1999, Berghauser & Pont, 2009, Steadman, 2014). The data and cartography of the Spanish Cadaster, processed with SIG software, allowed the study. The spatial analysis included different variables of the built environment, including building height and age; plots size; open space ratios, Not-built plots; type of built-plots according to height and built surface; and compactness of the fabrics. The results of this analysis showed a relationship between the morphological variables and the problems identified in the citizen participation meetings carried out for the elaboration of the ISUD. The identified aspects of urban morphology obsolescence allowed proposing strategies of action to update the built environment to current demands. References (100 words) Berghauser Pont, M., & Haupt, P. (2009). Space, density and urban form. TU delft. Retrieved from http://repository.tudelft.nl/view/ir/uuid%253A0e8cdd4d-80d0-4c4c-97dc-dbb9e5eee7c2/ Churchman, A. (1999). Disentangling the concept of density. Journal of Planning Literature, 13(4), 389–411. Moudon, A. V. (1994). Getting to know the built landscape: typomorphology. In K. A. Franck & L. H. Schneekloth (Eds.), Ordering space: types in architecture and design (pp. 289–311). New York: Van Nostrand Reinhold. Steadman, P. (2014). Density and built form: integrating “Spacemate” with the work of Martin and March. Environment and Planning B: Planning and Design, 41(2), 341–358.

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