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This is Volume X of thirteen in a series on Urban and Regional Sociology. First published in 1948, this study uses Middlesbrough in the North East of England as a basis of research into the new Town and Country Planning Bill, and the widening responsibility of the planner to the broader basis of team work, and civic designer to ground their work in skills gained from the field of geographers, economists, sociologists, engineers and architects.
The classic work on the evaluation of city form. What does the city's form actually mean to the people who live there? What can the city planner do to make the city's image more vivid and memorable to the city dweller? To answer these questions, Mr. Lynch, supported by studies of Los Angeles, Boston, and Jersey City, formulates a new criterion—imageability—and shows its potential value as a guide for the building and rebuilding of cities. The wide scope of this study leads to an original and vital method for the evaluation of city form. The architect, the planner, and certainly the city dweller will all want to read this book.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
"The purpose of SHRP 2 project C08, Community Visioning Approach to Support the SHRP 2 Collaborative Decision-Making Framework for Additions to Highway Capacity, was to help transportation agency practitioners assess the possibilities of community visioning efforts, identify practical steps and activities when engaging in visioning, and establish links between vision outcomes and transportation planning and project development processes. To these ends, this research presents a model - the Vision Guide - or the preparation, creation, and implementation of a visioning process. A companion web tool was also developed. SHRP 2 Report S2-C08-RR-1: Linking Community Visioning and Highway Capacity Planning is available as a PDF and through the TRB bookstore. The appendices, which include case studies and a collection of resources, were published as a separate document, S2-C08-RW-2, and are available only as a PDF. The Vision Guide is connected to the transportation planning and project development processes identified in related SHRP 2 Capacity research and presented in the Decision Guide structure on the website Transportation for Communities - Advancing Projects through Partnership (TCAPP), found at transportationforcommunities.com"--Publisher's description
"Twenty years of city planning progress in the United States [by] John Nolen": 19th, p. 1-44.