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pedegory of place</title> <meta name="description" content="Search results for: critical pedegory of place"> <meta name="keywords" content="critical pedegory of place"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="critical pedegory of place"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8574</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: critical pedegory of place</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8574</span> Bridging Cultures in Distance Education: A Confluence of Critical Pedagogy of Place and Indigenous Education Philosophy (Case-Study Reference in Fiji and Vanuatu)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dan%20Frederick%20Orcherton">Dan Frederick Orcherton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the fusion of "Critical Pedagogy of Place" and "Indigenous Education Philosophy" to create a holistic pedagogical framework within Instructional Theory, focusing on its application in Distance Education, specifically within two Pacific Island cultures. The study's objectives included investigating culturally relevant instructional techniques, strategies, and technologies for the Itaukei (Indigenous Fijian) and ni-Vanuatu cultures, enhancing appreciation for culturally sensitive pedagogical methods. Methodologically, a qualitative inquiry phenomenological approach was employed within a constructivist paradigm, utilizing a comprehensive qualitative scoping review and online literature search. Key findings include the prioritization of cultural inclusivity and indigenous knowledge integration in both indigenous education philosophies and various instructional approaches. Learner-centered methods like constructivist andragogy and the learning cycle are applicable and effective in distance education within these cultures, aligning with indigenous learners' values and preferences. Place-based education and critical pedagogy of place are particularly pertinent, fostering a deeper connection between education, local environments, and social justice. Integrating digital technologies in culturally responsive education bridges geographical gaps and preserves cultural knowledge. Lastly, blending Western and Indigenous Science, influenced by a Two-Eyed Seeing approach, informs pedagogy by combining Western and Indigenous Science. This research underscores the importance of acknowledging cultural diversity and respecting indigenous knowledge in distance education. It highlights the value of learner-centered approaches, place-based education, and technology integration. The study enriches the educational experience within the Itaukei and niVanuatu cultures and provides insights for educators and policymakers aiming to bridge cultural gaps in distance education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedegory%20of%20place" title="critical pedegory of place">critical pedegory of place</a>, <a href="https://publications.waset.org/abstracts/search?q=Itaukei%20%28indigenous%20Fijian%29%20and%20ni-Vanuatu%20cultures" title=" Itaukei (indigenous Fijian) and ni-Vanuatu cultures"> Itaukei (indigenous Fijian) and ni-Vanuatu cultures</a>, <a href="https://publications.waset.org/abstracts/search?q=placed-based%20education" title=" placed-based education"> placed-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/189434/bridging-cultures-in-distance-education-a-confluence-of-critical-pedagogy-of-place-and-indigenous-education-philosophy-case-study-reference-in-fiji-and-vanuatu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8573</span> Intangible Cultural Heritage as a Strategic Place Branding Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Ozoli%C5%86a">L. Ozoliņa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Place branding as a strategic marketing tool is applied in Latvia since 2000. The main objective of the study is to find unique connecting aspects of the intangible cultural heritage elements on the development of sustainable place branding. The study is based on in-depth semi-structured interviews with Latvian place branding experts and content analysis of Latvia's place brand identities. The study indicates place branding as an internal co-creational and educational process of all involved stakeholders of the place and highlights a critical view on the local place branding practices on the notability of the in-depth research of the intangible cultural heritage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belonging" title="belonging">belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=intangible%20cultural%20heritage" title=" intangible cultural heritage"> intangible cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=self-image" title=" self-image"> self-image</a>, <a href="https://publications.waset.org/abstracts/search?q=place%20branding" title=" place branding"> place branding</a> </p> <a href="https://publications.waset.org/abstracts/128242/intangible-cultural-heritage-as-a-strategic-place-branding-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8572</span> Scattered Places in Stories Singularity and Pattern in Geographic Information</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Pina">I. Pina</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Painho"> M. Painho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increased knowledge about the nature of place and the conditions under which space becomes place is a key factor for better urban planning and place-making. Although there is a broad consensus on the relevance of this knowledge, difficulties remain in relating the theoretical framework about place and urban management. Issues related to representation of places are among the greatest obstacles to overcome this gap. With this critical discussion, based on literature review, we intended to explore, in a common framework for geographical analysis, the potential of stories to spell out place meanings, bringing together qualitative text analysis and text mining in order to capture and represent the singularity contained in each person's life history, and the patterns of social processes that shape places. The development of this reasoning is based on the extensive geographical thought about place, and in the theoretical advances in the field of Geographic Information Science (GISc). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20information%20science%20place" title=" geographic information science place"> geographic information science place</a>, <a href="https://publications.waset.org/abstracts/search?q=place-making" title=" place-making"> place-making</a>, <a href="https://publications.waset.org/abstracts/search?q=stories" title=" stories"> stories</a> </p> <a href="https://publications.waset.org/abstracts/73322/scattered-places-in-stories-singularity-and-pattern-in-geographic-information" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8571</span> Place and Situational Management in Crime Prevention </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Moghimi">Mehdi Moghimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Doctrines associated with situational prevention considers 'place of committing crime' as one of the fundamental elements of a crime. Meanwhile, with regard to causing or having effect on a crime situation, 'place' can be one of the pivotal indices in situational prevention analyses. This study aims at examining the role of place in construction of a crime situation and explaining the relationship between 'place' and situational preventive measures and procedures. Also, how to identify high-crime places, types of high-crime places and the factors influencing their creation are among the most important secondary objectives of this article. Concerning the purpose, it is a practical study whose material has been written through a documentary method using original sources (English), books and written and translated articles etc. This article is written in two main parts. In the first section, cognitive-conceptual issues about 'place' as one of the main causes of crime situation, and its effective interaction with situational preventive measures will be reviewed. The second part of this paper will focus on criminological examination of places and critical locations of crime and provide situational preventive measures to deal with the situation. 'Crime displacement' and 'geographical distribution of benefits'are also considered as the possible consequences of implementing preventive strategies. The results of the study suggest that the inventory of offenses is distributed according to the spatial characteristics. Moreover, according to the criminological characteristics governing region or location, offenders choose the place of crime based on a logical calculation. Therefore, some locations, regions or neighborhoods are permanent places of occurring lots of crimes. As a result, considering "place", preventive measures and procedures can be systematically directed, and using the most effective ways, limited preventive resources are utilized in the most critical places. Finally, some suggestions for further research and application are provided in line with more favorable promotion of situational preventive measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crime%20prevention" title="crime prevention">crime prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=place" title=" place"> place</a>, <a href="https://publications.waset.org/abstracts/search?q=police%20crime" title=" police crime"> police crime</a>, <a href="https://publications.waset.org/abstracts/search?q=situational%20crime%20prevention" title=" situational crime prevention "> situational crime prevention </a> </p> <a href="https://publications.waset.org/abstracts/34398/place-and-situational-management-in-crime-prevention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34398.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8570</span> The Protection of Assets in the Crisis Management Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Barta">Jiri Barta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the prevention and management of emergencies. It focuses on the protection of assets of the critical infrastructure entities that are important to preventing, preparing for and management of emergencies and crisis situations. The paper defines assets and specifies their use and place in the process of crisis management and planning. Critical assets that are protected from the negative effects of emergency or crisis situation we can use in crisis management and response. This basic rule applies mainly to the substantial assets used in the protection of critical infrastructure processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asset" title="asset">asset</a>, <a href="https://publications.waset.org/abstracts/search?q=continuity" title=" continuity"> continuity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title=" critical infrastructure"> critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis%20management%20process" title=" crisis management process"> crisis management process</a> </p> <a href="https://publications.waset.org/abstracts/17936/the-protection-of-assets-in-the-crisis-management-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8569</span> The Effects of Urban Public Spaces on Place Attachment in Large Cities: Examining Spatial Perception in Shenzhen’s Shekou Community as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoxue%20Jin">Xiaoxue Jin</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiong%20Zhang"> Qiong Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid influx and ongoing flow of young migrants in large cities, alongside the emergence and evolution of new social media, have led to increased interpersonal alienation and weakened place attachment. In the interplay between individuals and space, urban public spaces play a pivotal role in meeting the multifaceted needs of individuals and fostering a sense of attachment. This article aims to investigate the relationship between the place characteristics of public spaces and individuals' needs and perceptions, with an aim to identify the factors influencing place attachment among the youth. This study is conducted in the Shekou community of Shenzhen, focusing on the youth residents to evaluate their place attachment levels and to analyze their perceptions of the place characteristics of selected public spaces. The influencing factors of public spaces on place attachment were sorted out through detailed data analysis. Research has found that rapid urbanization has led to spatial homogenization and spatial segregation caused by uneven resource distribution, which in turn diminishes the utilization of public spaces. The social characteristics of public spaces, such as the quality of social activities and spatial openness, are critical in forming place attachment. In this research, place characteristics impacting place attachment are categorized, aiming to reconstruct the characteristics of public space places and use them as a medium to explore the place attachment of young people, promote their independent creation and participation in public life, and enhance the dynamism between individuals and spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=place%20attachment" title="place attachment">place attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=place%20characteristics" title=" place characteristics"> place characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20spaces" title=" public spaces"> public spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20perception" title=" spatial perception"> spatial perception</a> </p> <a href="https://publications.waset.org/abstracts/185801/the-effects-of-urban-public-spaces-on-place-attachment-in-large-cities-examining-spatial-perception-in-shenzhens-shekou-community-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8568</span> Critical Pedagogy in the Philippine K-12 Grade 8 Values Education Curriculum and Textbook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raymon%20Maac">Raymon Maac</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Arthus%20Muega"> Michael Arthus Muega</a>, <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Ann%20%20Calingasan"> Joyce Ann Calingasan</a>, <a href="https://publications.waset.org/abstracts/search?q=Elva%20Maureen%20Gorospe"> Elva Maureen Gorospe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical pedagogy is known for its advocacy of humanistic and liberating education. Its far-reaching approach helps students to understand and analyze their own situations and the realities happening in their society. However, this pedagogy together with its promising features is not well-known in the Philippines. This paper determines the place of critical pedagogy in the new values education curriculum and analyzes its features in the K-12 Values Education curriculum and textbook. The study examines the position of critical pedagogy in the Philippine K-12 Values Education curriculum by closely studying and comparing their features; and scrutinizes the Grade 8 Values Education textbook specifically modules 4, 8, 10 and 13 which comprises 25% of the total 16 modules. The said modules are concerned with the role of the family in the preservation of social justice, which is one of the objectives of critical pedagogy. The findings in this research were based on the pieces of evidence gathered from the curriculum and textbook itself. Based on the evaluation done, the study found out that the ideas of critical pedagogy were the same with that of the objectives of K-12 Values Education Curriculum. Due to this, values education teachers can utilize critical pedagogy in their subject. In addition, the K-12 Values Education curriculum exhibits some of the features of critical pedagogy such as authentic student empowerment and critical thinking. Lastly, some features of critical pedagogy are also evident in some of the general parts and recommended activities in the K-12 Values Education textbook while other activities need to be fully developed by both teacher and students to reflect the genuine critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20student%20empowerment" title="authentic student empowerment">authentic student empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=liberating%20education" title=" liberating education "> liberating education </a> </p> <a href="https://publications.waset.org/abstracts/53516/critical-pedagogy-in-the-philippine-k-12-grade-8-values-education-curriculum-and-textbook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8567</span> Re-Envisioning Modernity: Transformations of Postwar Suburban Landscapes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shannon%20Clayton">Shannon Clayton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an effort to explore the potential transformation of North American postwar suburbs, this M.Arch thesis actively engages in the ongoing critique of modernism from the mid 20th century to the present. Contemporary urban design practice has emerged out of the reaction to orthodox modernism. Typically, new suburban development falls into one of two strategies; an attempt to replicate pre-war fabric that never existed, or a reliance on high-density to create instant urbanism. In both cases, the critical role of architecture has been grossly undervalued. Ironically, it is the denial of suburbia’s inherent modernity that has served to prevent genuine place-making. As history demonstrates, modernism is not antithetical to architecture and place. In the postwar years, a critical discussion emerged amongst architects, which sought to evolve modernism beyond functionalism. This was demonstrated through critical discussions on image, experience, and monumentality. As well as increased interest in civic space, and investigations into mat urbanism and the megastructure. The undercurrent within these explorations was a belief that the scale and complexity of modern development could become an opportunity to create urbanism, rather than squander it. This critical discourse has continued through architectural work in the Netherlands and Denmark since the early 1990s, where an emphasis on visual variety, human scale, and public interaction has been given high priority. This thesis applies principles from this ongoing dialogue, and identifies hidden potential within existing North American suburban networks. As a result, the project re-evaluates the legacy of the master plan from a contemporary perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urbanism" title="urbanism">urbanism</a>, <a href="https://publications.waset.org/abstracts/search?q=modernism" title=" modernism"> modernism</a>, <a href="https://publications.waset.org/abstracts/search?q=suburbia" title=" suburbia"> suburbia</a>, <a href="https://publications.waset.org/abstracts/search?q=place-making" title=" place-making"> place-making</a> </p> <a href="https://publications.waset.org/abstracts/67059/re-envisioning-modernity-transformations-of-postwar-suburban-landscapes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8566</span> Protection of the Object of the Critical Infrastructure in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michaela%20Va%C5%A1kov%C3%A1">Michaela Vašková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing dependence of countries on the critical infrastructure, it increases their vulnerability. Big threat is primarily in the human factor (personnel of the critical infrastructure) and in terrorist attacks. It emphasizes the development of methodology for searching of weak points and their subsequent elimination. This article discusses methods for the analysis of safety in the objects of critical infrastructure. It also contains proposal for methodology for training employees of security services in the objects of the critical infrastructure and developing scenarios of attacks on selected objects of the critical infrastructure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title="critical infrastructure">critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20of%20critical%20infrastructure" title=" object of critical infrastructure"> object of critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=protection" title=" protection"> protection</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20audit" title=" security audit"> security audit</a> </p> <a href="https://publications.waset.org/abstracts/39230/protection-of-the-object-of-the-critical-infrastructure-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8565</span> Conceptualizing Place Attachment Affordance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priya%20Narayanan">Priya Narayanan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite several studies having been conducted on the highly subjective concept of place attachment in the last 60 years, there is a lack of consensus among researchers about how it can be measured empirically. Further, there is no available literature that discusses how a place can be manipulated via design and/or policy to allow people to feel/get attached to it, an aspect that seems to be the need of the hour in a world where a substantial population is living in shelter homes as war/climate/social refugees. Consequently, this paper draws from studies on place, affordance and attachment to conceptualize an objectively measurable entity in place attachment affordance by asking ‘whether and to what degree a place allows one to form attachment bonds with it’ rather than the generally asked ‘whether and to what degree one is/feels attached to a place’. Towards this, the place attachment affordance scale (PAAS) has been developed to not only quantitatively measure place attachment affordance but also act as a point of entry into a more in-depth analysis of both place policy and place properties. To illustrate the validity of the scale, the study uses PAAS to compare shelter homes for women in crisis with the homes they once lived in to glean the degree to which both places afford the formation of place attachment bonds to the residents. PAAS has also been used to compare shelter homes as places of short-/long-term residence for the residents and as places of work for the staff. Based on the results, it is suggested that place attachment and built environment researchers employ the PAAS as an objective measurement tool to better understand not only the presence or absence of attachment bonds with place but also the attributes of place that encourage or discourage the same. The study also briefly discusses the universality of the PAAS, although further fieldwork might be required to substantiate the same. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=place%20attachment" title="place attachment">place attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=affordance" title=" affordance"> affordance</a>, <a href="https://publications.waset.org/abstracts/search?q=shelter%20homes" title=" shelter homes"> shelter homes</a>, <a href="https://publications.waset.org/abstracts/search?q=home" title=" home"> home</a>, <a href="https://publications.waset.org/abstracts/search?q=scale" title=" scale"> scale</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20psychology" title=" environmental psychology"> environmental psychology</a> </p> <a href="https://publications.waset.org/abstracts/188893/conceptualizing-place-attachment-affordance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8564</span> A Review of Critical Thinking Formative Assessment Framework: Coping with Teachers Resistance to Critical Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chenhui%20Wang">Chenhui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chwee%20Beng%20Lee"> Chwee Beng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of critical pedagogy is challenged by resistance from teachers. This study presents a discussion on teachers' resistance to critical pedagogy and previous practical frameworks for assessing critical thinking in formative assessment in the classroom through a critical review of the related literature. The authors found out that the main issue of teachers' resistance is not whether teachers should possess theoretical knowledge of critical thinking but how they apply that knowledge in their classroom teaching. In addition, critical thinking in formative assessment may provide teachers with a comprehensive understanding of critical pedagogical planning, implementing, and reflecting. Therefore, this paper intends to discuss a practical step-by-step framework for critical thinking formative assessment to address this resistance. Such discussion is based on a thorough examination of the related theories and frameworks. This review paper will benefit teachers in understanding and reducing their resistance to critical pedagogy as well as in implementing critical pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title=" critical pedagogy"> critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20formative%20assessment%20framework" title=" critical thinking formative assessment framework"> critical thinking formative assessment framework</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20resistance" title=" teachers resistance"> teachers resistance</a> </p> <a href="https://publications.waset.org/abstracts/155786/a-review-of-critical-thinking-formative-assessment-framework-coping-with-teachers-resistance-to-critical-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8563</span> Education for Sustainability: Implementing a Place-Based Watershed Science Course for High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20L.%20DiSantis">Dina L. DiSantis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development and implementation of a place-based watershed science course for high school students will prove to be a valuable experience for both student and teacher. By having students study and assess the watershed dynamics of a local stream, they will better understand how human activities affect this valuable resource. It is important that students gain tangible skills that will help them to have an understanding of water quality analysis and the importance of preserving our Earth's water systems. Having students participate in real world practices is the optimal learning environment and can offer students a genuine learning experience, by cultivating a knowledge of place, while promoting education for sustainability. Additionally, developing a watershed science course for high school students will give them a hands-on approach to studying science; which is both beneficial and more satisfying to students. When students conduct their own research, collect and analyze data, they will be intimately involved in addressing water quality issues and solving critical water quality problems. By providing students with activities that take place outside the confines of the indoor classroom, you give them the opportunity to gain an appreciation of the natural world. Placed-based learning provides students with problem-solving skills in everyday situations while enhancing skills of inquiry. An overview of a place-based watershed science course and its impact on student learning will be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainability" title="education for sustainability">education for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=place-based%20learning" title=" place-based learning"> place-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=watershed%20science" title=" watershed science"> watershed science</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20quality" title=" water quality"> water quality</a> </p> <a href="https://publications.waset.org/abstracts/84182/education-for-sustainability-implementing-a-place-based-watershed-science-course-for-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84182.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8562</span> The Potential of Walkability in Evoking People’s Perception of Place Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Shinbira">Ibrahim Shinbira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In urban design, much has been discussed on the significance of the physical qualities in creating the place identity; however, the role of walkability as a physical quality that can evokes people's perception of place identity has not been adequately explored. This paper is based on the part findings of a doctoral research examining place identity in the city centre of Misurata, Libya. A number of 176 questionnaire and 23 face-to-face interviews were conducted with residents of the city to investigate physical qualities of place identity that evoked resident's perception. The finding demonstrates that walkability within the city centre is strong and it influences the users’ perception on the place identity. These were regarded as very important in sustaining the socio-cultural values, enjoyment, options, vitality and comfort. The paper concludes by establishing that walkability has a substantial contribution to the place identity, therefore should be considered in the design of urban places specifically the redevelopment one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception" title="perception">perception</a>, <a href="https://publications.waset.org/abstracts/search?q=walkability" title=" walkability"> walkability</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20environment" title=" physical environment"> physical environment</a>, <a href="https://publications.waset.org/abstracts/search?q=place%20identity" title=" place identity"> place identity</a>, <a href="https://publications.waset.org/abstracts/search?q=residents" title=" residents"> residents</a> </p> <a href="https://publications.waset.org/abstracts/41167/the-potential-of-walkability-in-evoking-peoples-perception-of-place-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">626</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8561</span> Critical Activity Effect on Project Duration in Precedence Diagram Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salman%20Ali%20Nisar">Salman Ali Nisar</a>, <a href="https://publications.waset.org/abstracts/search?q=Koshi%20Suzuki"> Koshi Suzuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Precedence Diagram Method (PDM) with its additional relationships i.e., start-to-start, finish-to-finish, and start-to-finish, between activities provides more flexible schedule than traditional Critical Path Method (CPM). But, changing the duration of critical activities in PDM network will have anomalous effect on critical path. Researchers have proposed some classification of critical activity effects. In this paper, we do further study on classifications of critical activity effect and provide more information in detailed. Furthermore, we determine the maximum amount of time for each class of critical activity effect by which the project managers can control the dynamic feature (shortening/lengthening) of critical activities and project duration more efficiently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20project%20management" title="construction project management">construction project management</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path%20method" title=" critical path method"> critical path method</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20scheduling" title=" project scheduling"> project scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=precedence%20diagram%20method" title=" precedence diagram method"> precedence diagram method</a> </p> <a href="https://publications.waset.org/abstracts/11841/critical-activity-effect-on-project-duration-in-precedence-diagram-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8560</span> Investigating the Relationship between Place Attachment and Sustainable Development of Urban Spaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Reza%20Zeraatpisheh">Hamid Reza Zeraatpisheh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Heidari"> Ali Akbar Heidari</a>, <a href="https://publications.waset.org/abstracts/search?q=Soleiman%20Mohammadi%20Doust"> Soleiman Mohammadi Doust</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has examined the relationship between place attachment and sustainable development of urban spaces. To perform this, the components of place identity, emotional attachment, place attachment and social bonding which totally constitute the output of place attachment, by means of the standardized questionnaire measure place attachment in three domains of (cognitive) the place identity, (affective) emotional attachment and (behavioral) place attachment and social bonding. To measure sustainable development, three components of sustainable development, including society, economy and environment has been considered. The study is descriptive. The assessment instrument is the standard questionnaire of Safarnia which has been used to measure the variable of place attachment and to measure the variable of sustainable development, a questionnaire has been made by the researcher and been based on the combined theoretical framework. The statistical population of this research has been the city of Shiraz. The statistical sample has been Hafeziyeh. SPSS software has been used to analyze the data and examined the results of both descriptive and inferential statistics. In inferential statistics, Pearson correlation coefficient has been used to examine the hypotheses. In this study, the variable of place attachment is high and sustainable development is also in a high level. These results suggest a positive relationship between attachment to place and sustainable development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=place%20attachment" title="place attachment">place attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=economy-society-environment" title=" economy-society-environment"> economy-society-environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafez%27s%20tomb" title=" Hafez's tomb"> Hafez's tomb</a> </p> <a href="https://publications.waset.org/abstracts/15610/investigating-the-relationship-between-place-attachment-and-sustainable-development-of-urban-spaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15610.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">701</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8559</span> The Effect of Critical Activity on Critical Path and Project Duration in Precedence Diagram Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Nisar">J. Nisar</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Halim"> S. Halim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The additional relationships i.e., start-to-start, finish-to-finish, and start-to-finish, between activity in Precedence Diagram Method (PDM) provides a more flexible schedule than traditional Critical Path Method (CPM). But, changing the duration of critical activities in the PDM network will have an anomalous effect on the critical path and the project completion date. In this study, we classified the critical activities in two groups i.e., 1. activity on single critical path and 2. activity on multi-critical paths, and six classes i.e., normal, reverse, neutral, perverse, decrease-reverse and increase-normal, based on their effects on project duration in PDM. Furthermore, we determined the maximum float of time by which the duration each type of critical activities can be changed without effecting the project duration. This study would help the project manager to clearly understand the behavior of each critical activity on critical path, and he/she would be able to change the project duration by shortening or lengthening activities based on project budget and project deadline. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20management" title="construction management">construction management</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path%20method" title=" critical path method"> critical path method</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20scheduling%20network" title=" project scheduling network"> project scheduling network</a>, <a href="https://publications.waset.org/abstracts/search?q=precedence%20diagram%20method" title=" precedence diagram method"> precedence diagram method</a> </p> <a href="https://publications.waset.org/abstracts/97001/the-effect-of-critical-activity-on-critical-path-and-project-duration-in-precedence-diagram-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8558</span> Numerical Solution of 1-D Shallow Water Equations at Junction for Sub-Critical and Super-Critical Flow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Elshobaki">Mohamed Elshobaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessandro%20Valiani"> Alessandro Valiani</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerio%20Caleffi"> Valerio Caleffi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we solve 1-D shallow water equation for sub-critical and super-critical water flow at junction. The water flow at junction has been studied for the last 50 years from the physical-hydraulic point of views and for numerical computations need more attention. For numerical simulation, we need to establish an inner boundary condition at the junction to avoid an oscillation which rise from the waves interactions at the junction. Indeed, we introduce a new boundary condition at the junction based on the mass conservation, total head, and the admissible wave relations between the flow parameters in the three branches to predict the water depths and discharges at the junction. These boundary conditions are valid for sub-critical flow and super-critical flow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=numerical%20simulation" title="numerical simulation">numerical simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=junction%20flow" title=" junction flow"> junction flow</a>, <a href="https://publications.waset.org/abstracts/search?q=sub-critical%20flow" title=" sub-critical flow"> sub-critical flow</a>, <a href="https://publications.waset.org/abstracts/search?q=super-critical%20flow" title=" super-critical flow"> super-critical flow</a> </p> <a href="https://publications.waset.org/abstracts/44090/numerical-solution-of-1-d-shallow-water-equations-at-junction-for-sub-critical-and-super-critical-flow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44090.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8557</span> The Application of the Security Audit Method on the Selected Objects of Critical Infrastructure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michaela%20Va%C5%A1kov%C3%A1">Michaela Vašková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is focused on the application of the security audit method on the selected objects of the critical infrastructure. The emphasis is put on security audit method to find gaps in the critical infrastructure security. The theoretical part describes objects of the critical infrastructure. The practical part describes using the security audit method. The main emphasis was put on the protection of the critical infrastructure in the Czech Republic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crisis%20management" title="crisis management">crisis management</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title=" critical infrastructure"> critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20of%20critical%20infrastructure" title=" object of critical infrastructure"> object of critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20audit" title=" security audit"> security audit</a>, <a href="https://publications.waset.org/abstracts/search?q=extraordinary%20event" title=" extraordinary event"> extraordinary event</a> </p> <a href="https://publications.waset.org/abstracts/38760/the-application-of-the-security-audit-method-on-the-selected-objects-of-critical-infrastructure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8556</span> Critical Literacy and Multiliteracies in the English Language Teaching at Federal Institute of Mato Grosso, Rondonópolis Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jordana%20Lenhardt">Jordana Lenhardt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paperwork aims to promote a reflection on the critical literacy and multiliteracies concepts in the English language teaching, under an emancipatory perspective, in the English language classroom at the Federal Institute of Mato Grosso (IFMT), Rondonópolis Campus. Some Authors place the relationship between the world conscience and the self-conscience in a direct reason, compromising one to the other, and others defend that emancipatory teaching practice must be connected in all the spheres of the social context; with this paperwork, we intend to analyze students’ interactions with the English language, in order to verify if they demonstrate critical conscience about language and the world around them. The study is still at a preliminary level and is grounded in discourse critical analysis and systemic-functional linguistics. We understand that text is irremediable, linked to a context, and that the linguistic selection made by the speaker builds social representations. This research foresees the analysis of some students’ speeches in an interview about their classes at the Federal Institute in the city of Rondonópolis and the methodology being used on them. Discourse critical analysis explains that, through the awareness of the language uses, learners can become more conscious of the coercions in their own language practices, the possibilities of risks, and the costs of the individual or collective challenges, to engage themselves in emancipatory linguistic practice. The critical language conscience contributes, on the other hand, to make students more aware of the practices in which they are involved, as producers and consumers of texts, of the social forces, ideologies, and power relations, their effects on the identities and social relations, as well as the discourse role in the social and cultural processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multiliteracies" title="multiliteracies">multiliteracies</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20literacy" title=" critical literacy"> critical literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emancipation" title=" emancipation"> emancipation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20transformation" title=" social transformation"> social transformation</a> </p> <a href="https://publications.waset.org/abstracts/152261/critical-literacy-and-multiliteracies-in-the-english-language-teaching-at-federal-institute-of-mato-grosso-rondonopolis-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8555</span> Sense of Place in Historic City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiba%20Alkhalaf">Hiba Alkhalaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historic cities and places of cultural significance is continuously under the pressure of economic development and social change that threaten its natural and cultural environment. The challenge here is to find a balance between preserving the cultural character while ensuring the socio-economic gains and continuity of its uniqueness. That is by sustaining the use, character, meaning and social interaction associated with the place, in other words the sense of place. The main argument here is what we attempt to conserve is the cultural physical and non-physical dimensions of the historic city. It is based on the proposition that what give the historic city its character is its strong sense of place- whether it is historic or current. When properly identified, its various dimensions (use, meaning and form) would help determine what to sustain and what not by making the development meaningfully related to the uniqueness of the historic place. Accordingly, those socio-economic features within the context of a changing historic environment needed to be clarified. This paper, thus, explores the various perspectives of the role of sense of place within the historic city and its connection to cultural heritage. It also reviews urban conservation practice as it is currently understood in the context of historic city development. It concludes that sense of place lies in complex interrelated relationships between various users of the place and the physical, economic, cultural, political, and environmental contexts in which they interact. This calls for the need to sustain the sense of place as part of the overall urban development and conservation strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title="cultural heritage">cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=historic%20urban%20areas" title=" historic urban areas"> historic urban areas</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20development" title=" urban development"> urban development</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20place" title=" sense of place"> sense of place</a> </p> <a href="https://publications.waset.org/abstracts/20475/sense-of-place-in-historic-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">521</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8554</span> Social Imagination and History Teaching: Critical Thinking's Possibilities in the Australian Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Howard%20Prosser">Howard Prosser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how critical thinking is framed, especially for primary-school students, in the recently established Australian Curriculum: History. Critical thinking is one of the curriculum’s 'general capabilities.' History provides numerous opportunities for critical thinking’s application in everyday life. The so-called 'history wars' that took place just prior to the curriculum’s introduction in 2014 sought to bring to light the limits of a singular historical narrative and reveal that which had been repressed. Consequently, the Australian history curriculum reflects this shifting mindset. Teachers are presented with opportunities to treat history in the classroom as a repository of social possibility, especially related to democratic potential, beyond hackneyed and jingoistic tales of Australian nationhood. Yet such opportunities are not explicit within the document and are up against pre-existing pedagogic practices. Drawing on political thinker Cornelius Castoriadis’s rendering of the 'social-historical' and 'paidea,' as well as his mobilisation of psychoanalysis, the study outlines how the curriculum’s critical-thinking component opens up possibilities for students and teachers to revise assumptions about how history is understood. This ontological shift is ultimately creative: the teachers’ imaginations connect the students’ imaginations, and vice versa, to the analysis that is at the heart of historical thinking. The implications of this social imagination add to the current discussions about historical consciousness among scholars like Peter Seixas. But, importantly, it has practical application in the primary-school classroom where history becomes creative acts, like play, that is indeterminate and social rather than fixed and individual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australia" title="Australia">Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=Castoriadis" title=" Castoriadis"> Castoriadis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=imagination" title=" imagination"> imagination</a> </p> <a href="https://publications.waset.org/abstracts/67248/social-imagination-and-history-teaching-critical-thinkings-possibilities-in-the-australian-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8553</span> Critical Realism as a Bridge between Critical Pedagogy and Queer Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mike%20Seal">Mike Seal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the traditions of critical and queer pedagogy, its intersections, tensions and paradoxes. Critical pedagogy, with a materialist realist ontology, and queer theory, which is often post-modern, post-structural and anti-essential, may not seem compatible. Similarly, there are tensions between activist orientations, often enacted through essential sexual identities, and a queer approach that questions such identities and subjectivities. It will argue that critical realism gives us a bridge between critical and queer pedagogy in preserving a realist materialist ontology, where economic forces are real, and independent of consciousness and hermeneutic constructions of them. At the same time, it offers an epistemology that does not necessitate a binary view of the roles of the oppressed, liberator, or even oppressor. It accepts that our knowledge is contingent, partial and contestable, but has the potential, and enough validity, to demand action and potentially inform the actions of others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=queer%20pedagogy" title=" queer pedagogy"> queer pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20realsim" title=" critical realsim"> critical realsim</a>, <a href="https://publications.waset.org/abstracts/search?q=heteronormativity" title=" heteronormativity"> heteronormativity</a> </p> <a href="https://publications.waset.org/abstracts/95220/critical-realism-as-a-bridge-between-critical-pedagogy-and-queer-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8552</span> Improving Students' Critical Thinking in Understanding Reading Material Through Bloom's Critical Thinking Questioning Strategy in English for Specific Purposes (ESP) Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hevriani%20Sevrika%20Mayuasti">Hevriani Sevrika Mayuasti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research deals in improving college students’ critical thinking at English for Specific Purposes Subject. The strategy that is applied is Bloom’s Critical Thinking Questioning Strategy. The positive side of this strategy is that the given questions are developed based on Bloom’s taxonomy level. It is an action research because the researcher uses own class in doing this research. The processes of this research have been done from April to Mei 2014. There are two cycles and each cycle consists of two meetings. After doing the research, it is gotten that Bloom’s Critical Thinking Questioning Strategy improves college students’ critical thinking. It helps the students to build and elaborate their ideas. Hence, it increases students’ reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=blooms%E2%80%99%20critical%20thinking" title=" blooms’ critical thinking"> blooms’ critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=questioning" title=" questioning"> questioning</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/21716/improving-students-critical-thinking-in-understanding-reading-material-through-blooms-critical-thinking-questioning-strategy-in-english-for-specific-purposes-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21716.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">656</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8551</span> A Review of Urban Placemaking Assessment Frameworks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amal%20Abdou">Amal Abdou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasser%20ElSayed"> Yasser ElSayed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nora%20Selim"> Nora Selim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public urban spaces are an essential component in any urban settlement. They are quite important in enhancing the quality of urban life while offering social, health, environmental and economic benefits to a city and its residents. Place-making assessment of public urban spaces has been one of the major guiding principles for urban planning and policymaking, of which the definition and evaluation have become the crucial research topic. It is increasingly being essential to mitigate the undesirable impacts of urbanization in cities while improving public urban space’s resilience to environmental, social, and economic changes. Globally, several place-making assessment tools (PATs) have been developed to make such informed decision-making. They act as a catalyst to increase market demand for sustainable products and services by providing a mechanism for recognizing excellence. Assessing how placemaking can positively contribute to urban environments is critical to inform both the continued development of the place and the way placemaking is done as a practice. Therefore, this study aims to review different themes for assessing urban placemaking in public urban spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20placemaking" title="urban placemaking">urban placemaking</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20urban%20spaces" title=" public urban spaces"> public urban spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=placemaking%20assessment" title=" placemaking assessment"> placemaking assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a> </p> <a href="https://publications.waset.org/abstracts/164346/a-review-of-urban-placemaking-assessment-frameworks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8550</span> The Role of Critical Thinking in Disease Diagnosis: A Comprehensive Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Al-Mousawi">Mohammad Al-Mousawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This academic article explores the indispensable role of critical thinking in the process of diagnosing diseases. Employing a multidisciplinary approach, we delve into the cognitive skills and analytical mindset that clinicians, researchers, and healthcare professionals must employ to navigate the complexities of disease identification. By examining the integration of critical thinking within the realms of medical education, diagnostic decision-making, and technological advancements, this article aims to underscore the significance of cultivating and applying critical thinking skills in the ever-evolving landscape of healthcare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20decision-making" title=" diagnostic decision-making"> diagnostic decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=fostering%20critical%20thinking" title=" fostering critical thinking"> fostering critical thinking</a> </p> <a href="https://publications.waset.org/abstracts/182359/the-role-of-critical-thinking-in-disease-diagnosis-a-comprehensive-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8549</span> Promoting Critical Thinking in a Robotics Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20D.%20Walker">Ian D. Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes the creation and teaching of an undergraduate course aimed at promoting critical thinking among the students in the course. The class, Robots in Business and Society, taught at Clemson University, is open to all undergraduate students of any discipline. It is taught as part of Clemson’s online class program and is structured to promote critical thinking via a series of interactive discussion boards and assignments. Critical thinking is measured via pre- and post-testing using a benchmark standardized test. The paper will detail the class organization, and describe and discuss the results and lessons learned with respect to improvement of student critical thinking from three offerings of the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20teaching" title=" undergraduate teaching"> undergraduate teaching</a> </p> <a href="https://publications.waset.org/abstracts/73009/promoting-critical-thinking-in-a-robotics-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73009.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8548</span> Application Potential of Selected Tools in Context of Critical Infrastructure Protection and Risk Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hromada%20Martin">Hromada Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk analysis is considered as a fundamental aspect relevant for ensuring the level of critical infrastructure protection, where the critical infrastructure is seen as system, asset or its part which is important for maintaining the vital societal functions. Article actually discusses and analyzes the potential application of selected tools of information support for the implementation and within the framework of risk analysis and critical infrastructure protection. Use of the information in relation to their risk analysis can be viewed as a form of simplifying the analytical process. It is clear that these instruments (information support) for these purposes are countless, so they were selected representatives who have already been applied in the selected area of critical infrastructure, or they can be used. All presented fact were the basis for critical infrastructure resilience evaluation methodology development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title="critical infrastructure">critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=protection" title=" protection"> protection</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20analysis" title=" risk analysis"> risk analysis</a> </p> <a href="https://publications.waset.org/abstracts/21150/application-potential-of-selected-tools-in-context-of-critical-infrastructure-protection-and-risk-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">638</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8547</span> Place Branding and the Sense of Place in the Italian UNESCO World Heritage Site of Vicenza</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Chtourou">A. Chtourou</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Ben%20Youssef"> K. Ben Youssef</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Friel"> M. Friel</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Leicht"> T. Leicht</a> </p> <p class="card-text"><strong>Abstract:</strong></p> These Place attributes and destination images associated with tourism destinations are often crucial important for tourist travel decisions and choice behavior. Understanding the interactions between them is fundamental for developing sustainable place brands. Despite their extensive use on an empirical ground, little research has been done in terms of analyzing the constructs that determine the sense of place in the marketing of cultural heritage sites and on how tourist experiences at such places influence tourist motivations to revisit destinations. By referring to the Italian city of Vicenza, internationally renowned for its gold jewelry production and for the Palladian architectures and buildings which have been recognized World Heritage by the UNESCO, the paper aims to identify how destination image, place familiarity and travel satisfaction influence tourists’ motivations to revisit Vicenza. After an introduction and literature review, the paper investigates the importance of the core constructs that determine the sense of place in the tourist practice. In accordance with previous research, the results provide evidence that favorable travel experiences influence revisit intentions positively. The managerial implications and recommendations for the city of Vicenza are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title="consumer behavior">consumer behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=heritage%20tourism" title=" heritage tourism"> heritage tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20place" title=" sense of place"> sense of place</a>, <a href="https://publications.waset.org/abstracts/search?q=place%20branding" title=" place branding"> place branding</a>, <a href="https://publications.waset.org/abstracts/search?q=territorial%20marketing" title=" territorial marketing"> territorial marketing</a> </p> <a href="https://publications.waset.org/abstracts/25745/place-branding-and-the-sense-of-place-in-the-italian-unesco-world-heritage-site-of-vicenza" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">408</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8546</span> Study on the Renewal Strategy of Mountain City Trail Based on Place Attachment Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Long%20Xumeng">Long Xumeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Place attachment focuses on the emotions and practices between people and their environment, and the influencing factors of place attachment vary depending on the nature of the place. As an important carrier of public slow-moving activities and urban culture, the feelings, cognition, and behaviors of the subjects involved in the use of mountain city trails have become the focus of research in this field. This paper will take Daijiaxiang Cliff Walkway in Yuzhong District, Chongqing City, as an example and analyze the evaluation results and correlation of each factor through questionnaire survey and field observation, using the three scales of Recreational Experience Scale, Satisfaction Scale, and Place Attachment Scale, as well as the intensity of activity, by using SPSS software. The study shows that there is a significant difference between the demographic variables of users' identity and age and the formation of place attachment; the degree of place attachment is significantly positively correlated with the emotion, industry, and service quality of recreational experience; and the recreational experience of the Mountain City Trail is significantly positively correlated with the overall satisfaction. By analyzing the influencing factors of recreational experience, satisfaction and place attachment, the corresponding conclusions and enhancement strategies were drawn to provide references for the renewal and construction of mountain city trails. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mountain%20city%20trail" title="mountain city trail">mountain city trail</a>, <a href="https://publications.waset.org/abstracts/search?q=place%20attachment" title=" place attachment"> place attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=recreational%20experience" title=" recreational experience"> recreational experience</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20renewal" title=" urban renewal"> urban renewal</a> </p> <a href="https://publications.waset.org/abstracts/173777/study-on-the-renewal-strategy-of-mountain-city-trail-based-on-place-attachment-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8545</span> Alvaro Siza’s Design Strategy: An Insight into Critical Regionalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahmatollah%20Amirjani">Rahmatollah Amirjani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By the emergence of the debate over the failure of Regionalism in the late 1970s, Critical Regionalism was introduced as a different way to respond to the state of architecture in the post-war era. Critical Regionalism is most often understood as a discourse that not only mediates the language of modern architecture with the local cultures but also revives the relation between architecture and spectator as indexed by capitalism. Since the inception of Critical Regionalism, a large number of architectural practices have emerged around the globe; however, the work of the well-known Portuguese architect, Álvaro Siza, is considered as a unique case amongst works associated with the discourse of Critical Regionalism. This paper intends to respond to a number of questions, including; what are the origins of Critical Regionalism? How does Siza’s design strategy correspond to the thematic of Critical Regionalism? How does Siza recover the relation between object and subject in most of his projects? Using Siza’s housing project for the Malagueira district in Évora, Portugal, this article will attempt to answer these questions, and highlight Alvaro Siza’s design procedure which goes beyond the existing discourse of Critical Regionalism and contributes to our understanding of this practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alvaro%20Siza" title="Alvaro Siza">Alvaro Siza</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20regionalism" title=" critical regionalism"> critical regionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=Malagueira%20housing" title=" Malagueira housing"> Malagueira housing</a>, <a href="https://publications.waset.org/abstracts/search?q=placelessness" title=" placelessness"> placelessness</a> </p> <a href="https://publications.waset.org/abstracts/91723/alvaro-sizas-design-strategy-an-insight-into-critical-regionalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20pedegory%20of%20place&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20pedegory%20of%20place&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20pedegory%20of%20place&page=4">4</a></li> <li class="page-item"><a class="page-link" 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