LIVING CORE OF THE FUTURE: PROPOSING NEW APPROACH FOR THE FUTURE OF RESIDENTIAL COMPLEX IN METROPOLITAN AREAS

Building that can adapt and change to become useful for not only today’s society but for generations to come is one which elicits biological and evolutionary processes. In essence, the need for a transformative architecture that can sustain an active dialogue with its inhabitants, whose trend are in constant flux, results in a reunification between humanity and its time-sensitive, responsive natural habitat. The aim of thesis is to explore what makes people satisfy and comfortable and what factors make their living space and city livable, especially focusing on future housing needs. We can respond to the question of how is the space of the future going to look through several aspects. Housing has been a major challenge for the rising population during last decades, especially in developing countries. My approach will focus on social and interactional space alongside technological aspects. “Architecture as part of life” is a concept that I always carried with me: Buildings that adjust to life, to our needs, to our moods. They should adapt to our space, our functionalities and our needs that change continuously – and even to our sense of beauty, itself in continuous motion. Life satisfaction occurs most often when people are engaged in absorbing activities that cause them to forget themselves, lose track of time and stop worrying. Flow is the term that psychologist coined to describe this phenomenon. I believe that in age of technology and information we can’t ignore social interaction and communication. The concept of spaces of communication can be explained as in-between spaces in terms of architecture and semi-spaces in terms of urbanism. This thesis will argue that the spaces of communication, which are assumed to create social and environmental contact, can exist in any kind of urban environment. Architecture is based on the past and built in the present to take care of the future. It also mirrors the various aspect of our lives- social, economic, spiritual. Building cannot be separate from history, culture, economy, community and environment. The answer to the question of what will future generation need to live a happy life will vary from place to place. Happiness and satisfaction have universal factors but when we go in depth and explore individual societies and cities in terms of history, background, culture and social necessity we will understand differences that need to be respected. Generally, despite all differences in professional structures, economic conditions, geographical limitations, cultural, political and historical backgrounds suitable residential spaces in most developing countries face similar challenges. It appears that cities of today, and especially big cities all around the world, are all struggling with similar problems. Big cities should be built of communities which have a feature of small cores (neighborhoods) located in big city; that will benefit from the opportunities of big city. This concept is known as planetary perspective. My site, Tehran, was selected as a prototype city of a developing country. Developing countries are often more challenging because of their population growth that have huge impact on future environmental and economic issues. As urban reality shows, increasing population, demand for limited resources and depletion of natural environment strengthen this default that as urbanization gains pace, more people will find themselves living close together than ever before. The quality of urban living spaces will be even more significant in future. Architecture can change the way we think, we feel and embrace the future

Researching Visual Social Media Platforms

Dhiraj Murthy is an Associate Professor of Journalism and Sociology at the University of Texas at Austin. He founded and directs the Computational Media Lab there. Murthy’s research explores social media, computational social science, race/ethnicity, qualitative/mixed methods, and disasters. Dr. Murthy has edited 3 journal special issues and authored over 60 articles, book chapters, and papers. Murthy wrote the first scholarly book about Twitter (second edition published by Polity Press, 2018). He is currently funded by the National Science Foundation’s Civil, Mechanical and Manufacturing Innovation (CMMI) Division for pioneering work on using the social media networks of journalists for damage reconnaissance during Hurricane Florence. Dr. Murthy’s work also uniquely explores the potential role of social technologies in diversity and community inclusion.With the meteoric rise of Instagram, Snapchat and YouTube, it is clear that image- and video- based platforms have become tremendously important to our social, political, and economic lives. However, there are unique challenges associated with data collection and analysis on visual social media platforms. This workshop explores the following questions in detail: How do we integrate and weigh Big Data questions with more in-depth contextualized analysis of social media content? How do we categorize textual and visual content, addressing issues of ontology? How can we scale small data to big data in visual spaces? Ultimately, it is argued that image/video data produced and consumed on social media has real value in helping us understand the social experience of everyday and profound events, but studying these types of data often requires innovations in theory and methods. Hands-on methods work will involve participants collecting data from YouTube and understanding structured metadata and unstructured data involving visual content

Big Data Techniques to Improve Learning Access and Citizen Engagement for Adults in Urban Environments

This presentation explores the emerging concept of ‘Big Data in Education’ and introduces novel technologies and approaches for addressing inequalities in access to participation and success in lifelong learning, to produce better life outcomes for urban citizens. It introduces the work of the new Urban Big Data Centre (UBDC) at the University of Glasgow, presenting a case study of its first data product – the integrated Multimedia City Data (iMCD) project. Educational engagement and predictive factors are presented for adult learners, and older adult learners, in a representative survey of 1500 households. This was followed up with mobility tracking data using GPS data and wearable camera images, as well as one year’s worth of contextual data from over one hundred web sources (social media, news, weather). The chapter introduces the complex dataset that can help stakeholders, academics, citizens and other external users examine active aging and citizen learning engagement in the modern urban city, and thus support the development of the learning city. It concludes with a call for a more three-dimensional view of citizen-learners’ daily activity and mobility, such as satellite, mobile phone and active travel application data, alongside administrative data linkage to further explore lifelong learning participation and success. Policy implications are provided for addressing inequalities, and interventions proposed for how cities might promote equal and inclusive adult learning engagement in the face of continued austerity cuts and falling adult learner numbers

First Fagnostics: Queering Art Education

This article advocates for a “fagnostic” pedagogy that acknowledges the queer aspects of education in relation to not knowing, of the unknown, of the unknowable, making spaces and opportunities for becoming art educator. The article defines fagnostic, questions the assumptions of heteronormative, binary pedagogies, and considers the possibilities of queering the spaces of art education practice to be more inclusive and culturally sustainable in the 21st century

Community development, higher education institutions and the Big Society: opportunities or opportunism?

In his Prison Notebooks, written between 1929-35, Gramsci claimed that 'all men are intellectuals: but not all men have in society the function of intellectuals.' He used this term 'organic intellectuals' to illustrate that those working at grassroots level who have significant knowledge(s) about the way communities of all types work, are as important to the development of society as academic intellectuals. This article explores the current idea of a 'Big Society' as a hegemonic idea. This exploration is undertaken in relation to the current economic, social and political situation and with reference to the practice of community development, lifelong learning and the role of the Higher Education Institutions (HEIs) in supporting this field of activity. In this article we use the term 'community development' as Tett defines in Morgan-Klein and Osborne (2007:104). She claims it means to 'increase the capacity of particular communities through targeted resources for particular areas'. We specifically explore the following areas: <p> • challenging the hegemonic ideas and policies • practising within the restrictions of cuts and limited resources • setting up supportive networks which will sustain workers • making meaningful international links abroad and using international examples of good practice • turning the ideology of the Big Society into an opportunity</p> We will pose the critical questions that we think need to be addressed and which we hope will help us to find direction and an understanding of the way forward at a deeper level. We hope to create both useful and innovative knowledge which will be a valid contribution to the field of community development

Big hART at John Northcott Estate: Community, Health and the Arts

This paper considers the work of Big hART, a social impact of the Arts company, in their residency entitled Northcott Narratives over three and half years at John Northcott Estate, a public housing estate in Sydney. During this time Big hART used arts practice to engage tenants, strengthen their creative dispositions, and build relationships between tenants and a range of different communities. Northcott Narratives used a variety of multi-modal forms with tenants to inquire into, and then express ideas in relation to issues that confront them. These ideas are presented as social policy recommendations. The power and benefits of this form of arts practice along with the tensions and challenges are revealed. The paper adds to the developing discourse in relation to community cultural development

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

Battling the big one: LGBTQ inclusive art education during the Trump era

Recently, because of our new political atmosphere, there have been many attacks on lesbian, gay, bisexual, transgender, and queer, or LGBTQ+, individuals and communities. Even though there have been positive developments in the past few years, homophobia is still a major concern for many people in the Unit- ed States. These issues often manifest themselves to a greater degree within the microcosm of public schools where LGBTQ+ students are forced to deal with hateful speech, heteronorma- tive environments, and rampant homophobia. These strugglescan have harmful e ects on the social and emotional develop- ment of queer youth. Progressive and inclusive art educationthat provides re ective and thoughtful creative projects may aidin identity development, increase self-esteem, and encourage activism, thus helping to improve the lives of LGBTQ+ youth and educators