Incremental cities : discovering the sweet spot for making town-within-a-city

This thesis studies how utterly marginalised people acquire acceptance or credibility - therefore participation - in the established civic and economic processes of a larger host municipality. In particular the signifi cance to this aspiration of incremental house and city-making is explored. The primary vehicle of interpretation is Savda Ghvera, a large resettlement colony for people resettled from central Delhi, for which the author organised a central sewerage system, which in turn became the basis for a neighbourhood association with political influence. Incrementalism describes a process of city-making in increments - as materials, time, etc. become available - mostly through the [self-] building of houses which, in their later stages, can support commercial or other activities. The main concern of this thesis is two-fold. Firstly it studies “shared incrementalism”, or the degree to which a commitment arises to a social and political context greater than an aggregate of individual houses. Secondly, it studies the role of making in creating the conditions for sharing, and with that, the roles of a visiting architect-researcher. On one hand, the constraints upon marginalised peoples are severe, and it is impossible to accurately assess the depth of commitment to both house and to a larger social and political order. On the other hand, it is evident that the opportunities for collaboration are volatile, constantly shifting, and that the virtues of solidarity are not necessarily accepted at face value. The process of shared incrementalism is seen through the lens of Amartya Sen’s concept of ‘freedom’ in the context of global capitalism, which places stress on what he terms ‘capacity-building’. The term emphasises the capacity of an individual to escape poverty and acquire dignity, whereas this thesis studies not only how this might be achieved through shared incrementalism but also the conditions under which this sharing might be converted into long-term political solidarity. Accordingly, comparison is made between Savda Ghevra and older resettlement colonies that have been absorbed by ever-expanding Delhi

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Enabling the City: Learning for Transformational Change

Turning globally conceived agendas local means enabling interconnected and sustainable urban knowledge, and giving voice and legitimacy to a multiplicity of agencies, worldviews, ways of knowing and understanding the problems and the possibility for alternative ways of doing things. In this chapter, the authors reflected on the interconnections between these three policy arenas through the lens of the inter-and transdisciplinary experiments at the local level. They highlighted the strong link between the concept of learning and re-learning how to design and plan cities in a holistic manner, and collaborative and participatory processes entailing inter-and transdisciplinarity. To address the combination of resistance, limited capabilities and inevitable contradictions, inter-and transdisciplinary experiments – the framework as well as the INTREPID journey – call for new educational models and a reprioritising of the kind of knowledge that needs to be taught, away from technical skills towards softer competences and dispositions.info:eu-repo/semantics/publishedVersio

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning