Spatial Planning Quotes

A city without some form of a transect is like a country without a constitution; It is a breeding ground for spatial anarchy.

So many problems we will get to the bottom of later, but whose spatial aspect we must grasp right away. If the space of the industrial economy dominates the social space in which the Parisian worker or intellectual develops, to what extent could residential space, cultural space, or political space be planned without it being necessary to first intervene in economic structures?...In short...: to what extent can we freely build the framework for a social life in which we might be guided by our aspirations and not by our instincts?

There is something new: A globe about the size of a grapefruit, a perfectly detailed rendition of Planet Earth, hanging in space at arm's length in front of his eyes. Hiro has heard about this but never seen it. It is a piece of CIC software called, simply, Earth. It is the user interface that CIC uses to keep track of every bit of spatial information that it owns—all the maps, weather data, architectural plans, and satellite surveillance stuff.

We know now that every piece of coal, every drop of oil, and every cubic foot of natural gas that twelve generations of human beings have used to create our carbon-based industrial civilisation have had consequences that are now reshaping the dynamics of the Earth… Learning to live among rather than rule over these agencies that traverse the Earth is what takes us from dominion to stewardship and from human-centric detachment to deep participation with the living Earth. This is the great shift in temporal-spatial orientation that gives us a biosphere perspective.

However, there is now a sizable body of experimental work documenting flexible learning capabilities in insects that, in some cases, rival those found in mammals and birds. These cognitive abilities range from conditional discrimination and concept formation to spatial cognition, planning, causal reasoning, and social learning. Indeed, a review of the insect cognition literature leaves one with the impression that bees are likely to outperform birds and mammals on many quintessential cognitive tasks, such as matching-to-sample discriminations and the cross-modal transfer of learned concepts - often necessitating fewer trails for success than is necessary to train up similar abilities in mammals (including primates!).

While the visual areas of the brain are active, other areas involved with smell, taste, and touch are largely shut down. Almost all the images and sensations processed by the body are self-generated, originating from the electromagnetic vibrations from our brain stem, not from external stimuli. The body is largely isolated from the outside world. Also, when we dream, we are more or less paralyzed. (Perhaps this paralysis is to prevent us from physically acting out our dreams, which could be disastrous. About 6 percent of people suffer from “sleep paralysis” disorder, in which they wake up from a dream still paralyzed. Often these individuals wake up frightened and believing that there are creatures pinning down their chest, arms, and legs. There are paintings from the Victorian era of women waking up with a terrifying goblin sitting on their chest glaring down at them. Some psychologists believe that sleep paralysis could explain the origin of the alien abduction syndrome.) The hippocampus is active when we dream, suggesting that dreams draw upon our storehouse of memories. The amygdala and anterior cingulate are also active, meaning that dreams can be highly emotional, often involving fear. But more revealing are the areas of the brain that are shut down, including the dorsolateral prefrontal cortex (which is the command center of the brain), the orbitofrontal cortex (which can act like a censor or fact-checker), and the temporoparietal region (which processes sensory motor signals and spatial awareness). When the dorsolateral prefrontal cortex is shut down, we can’t count on the rational, planning center of the brain. Instead, we drift aimlessly in our dreams, with the visual center giving us images without rational control. The orbitofrontal cortex, or the fact-checker, is also inactive. Hence dreams are allowed to blissfully evolve without any constraints from the laws of physics or common sense. And the temporoparietal lobe, which helps coordinate our sense of where we are located using signals from our eyes and inner ear, is also shut down, which may explain our out-of-body experiences while we dream. As we have emphasized, human consciousness mainly represents the brain constantly creating models of the outside world and simulating them into the future. If so, then dreams represent an alternate way in which the future is simulated, one in which the laws of nature and social interactions are temporarily suspended

1 = Very important. Do this at once. 2 = Worth doing but takes more time. Start planning it. 3 = Yes and no. Depends on how it’s done. 4 = Not very important. May even be a waste of effort. 5 = No! Don’t do this. Fill in those numbers before you read further, and take your time. This is not a simple situation, and solving it is a complicated undertaking. Possible Actions to Take ____ Explain the changes again in a carefully written memo. ____ Figure out exactly how individuals’ behavior and attitudes will have to change to make teams work. ____ Analyze who stands to lose something under the new system. ____ Redo the compensation system to reward compliance with the changes. ____ “Sell” the problem that is the reason for the change. ____ Bring in a motivational speaker to give employees a powerful talk about teamwork. ____ Design temporary systems to contain the confusion during the cutover from the old way to the new. ____ Use the interim between the old system and the new to improve the way in which services are delivered by the unit—and, where appropriate, create new services. ____ Change the spatial arrangements so that the cubicles are separated only by glass or low partitions. ____ Put team members in contact with disgruntled clients, either by phone or in person. Let them see the problem firsthand. ____ Appoint a “change manager” to be responsible for seeing that the changes go smoothly. ____ Give everyone a badge with a new “teamwork” logo on it. ____ Break the change into smaller stages. Combine the firsts and seconds, then add the thirds later. Change the managers into coordinators last. ____ Talk to individuals. Ask what kinds of problems they have with “teaming.” ____ Change the spatial arrangements from individual cubicles to group spaces. ____ Pull the best people in the unit together as a model team to show everyone else how to do it. ____ Give everyone a training seminar on how to work as a team. ____ Reorganize the general manager’s staff as a team and reconceive the GM’s job as that of a coordinator. ____ Send team representatives to visit other organizations where service teams operate successfully. ____ Turn the whole thing over to the individual contributors as a group and ask them to come up with a plan to change over to teams. ____ Scrap the plan and find one that is less disruptive. If that one doesn’t work, try another. Even if it takes a dozen plans, don’t give up. ____ Tell them to stop dragging their feet or they’ll face disciplinary action. ____ Give bonuses to the first team to process 100 client calls in the new way. ____ Give everyone a copy of the new organization chart. ____ Start holding regular team meetings. ____ Change the annual individual targets to team targets, and adjust bonuses to reward team performance. ____ Talk about transition and what it does to people. Give coordinators a seminar on how to manage people in transition. There are no correct answers in this list, but over time I’ve

If architectural critics can get people to realize that the everyday spatial world of earthquake safety plans and prison break films--and suburban Home Depot parking lots and bad funhouse rides--is worthy of architectural analysis, and that architecture is everywhere and involves everything, then perhaps we'll learn to stop taking those spaces for granted.

All the information for embryonic development is contained within the fertilized egg. So how is this information interpreted to give rise to an embryo? Does the DNA contain a full description of the organism to which it will give rise; is it a blueprint for the organism? The answer is no. Instead, the fertilized egg contains a program of instructions for making the organism—a generative program—that determines where and when different proteins are synthesized and thus controls how cells behave. A descriptive program such as a blueprint or a plan describes an object in some detail, whereas a generative program describes how to make an object. For the same object, the programs are very different. Consider origami, the art of paper folding. By folding a piece of paper in various directions it is quite easy to make a paper hat or a bird from a single sheet. To describe in any detail the final form simply by marking regions on the flat piece of paper is really very difficult, and not of much help in explaining how to achieve it. Much more useful and easier to formulate are instructions on how to fold the paper. The reason for this is that simple instructions about folding have complex spatial consequences. In development, gene action similarly sets in motion a sequence of events that can bring about profound changes in the embryo. One can thus think of the genetic information in the fertilized egg as equivalent to the folding instructions in origami; both contain a generative program for making a particular structure.

Economics, environment & society: Are they always in conflict? Can they go in tandem? Welcome to an intellectually stimulating exercise in urban planning and sustainability. This book discusses these and other relevant issues in various occasions such as spatial identity formation in cases of Asian urban identities and in the case of the planning of a peninsular town in Vietnam, in terms of biodiversity and ethics in an urban context among others. You will not regret to read this book if you are one of those who have been amazed by rapid urbanization and the challenges and opportunities coming along.

Anyway, I pushed past Dirk the Jerk, and rushed toward the library. I needed to find an ultimate Minecraft guide with tips and tricks, shortcuts and secrets. My plan was simple. I’d buy the game, study the book, and start playing. It couldn’t be that hard, right? I was determined to beat Dirk the Jerk at something, even if it killed me!   I headed to the library’s computer books section.  I quickly scanned for game guides. They had books on popular games such as Candy Crusher, Angry Birdbrains, and Minion Marathon. But none about Minecraft?   Then, I spotted a thin book crammed way at the back of the shelf. It was covered with a thick layer of dust and spiderwebs. (Yuck! I hate spiders!) I yanked it out: Minecraft: Surviving the First Night: An Insider’s Guide.   It was more like a journal. Not exactly what I was looking for but it was better than nothing. I looked closer at the book and noticed that there wasn’t a library sticker on it. The best I could figure was that it must be someone’s personal copy. Maybe he was hiding it from his mom who didn’t approve of computer games. (I knew all about that.)   At that point, I was really desperate. And since there wasn’t any way for me to check it out, I decided to take it. I was sure the owner wouldn’t miss it because it hadn’t been touched in forever. Maybe he’d forgotten all about it. And anyway, I’d return it after I crushed Dirk the Jerk in the survival challenge.   When I got home, I was faced with the hardest part of my whole plan, convincing Mom to buy Minecraft. She thinks computer and video games are a waste of time, except for educational ones. (She grew up back when Pac Man was hi-tech.)   I knew I’d need help coming up with reasons to convince Mom. So I checked with my good friend, Google, and I found a ton of information on why Minecraft was considered educational.     Once I explained to Mom that Minecraft taught everything from spatial relationships to electrical circuitry to complex machines, she caved in, and bought it. Now that the hard part was over, all I needed to do was learn the game.   I sat down in front of the computer in my room, and launched the game. I opened the Minecraft journal, and there was a bright flash of light!   That’s the last thing I remember.   The next thing I knew, I was sitting in the middle of a strange library. It took me a minute to figure out what the heck was going on. I looked around. Everything was made of blocks.   I looked down at my arms... rectangles. I looked down at my legs... Rectangles! I looked down at my body... a RECTANGLE!   Then it hit me... I was literally a blockhead IN Minecraft! *gulp*     That’s when I flipped out a little bit. For about ten minutes straight. I probably would have freaked out for longer, but it’s exhausting screaming, flapping my arms, and running in circles on stumpy little legs.   After I calmed down a bit and caught my breath, I thought of

The act of making that designers find so satisfying is built into early childhood education, but as they grow, many children lose opportunities to create their own environment, bounded by a text-centric view of education and concerns for safety. Despite adults’ desire to create a safer, softer child-centric world, something got lost in translation. Jane Jacobs said, of the child in the designed-for-childhood environment: “Their homes and playgrounds, so orderly looking, so buffered from the muddled, messy intrusions of the great world, may accidentally be ideally planned for children to concentrate on television, but for too little else their hungry brains require.”9 Our built environment is making kids less healthy, less independent, and less imaginative. What those hungry brains require is freedom. Treating children as citizens, rather than as consumers, can break that pattern, creating a shared spatial economy centered on public education, recreation, and transportation safe and open for all.

Or, par une sorte de nécessité organique d’affirmation de soi, et par effet de la perception et de la conscience de l’excellence spirituelle qui lui est propre, chaque mentalité traditionnelle d’ensemble relègue les autres traditions sur des positions inférieures, ou les exclut purement ou simplement de tout accès à une vérité profonde et réellement salutaire. Cependant l’idée de légitimité de toutes les formes traditionnelles existantes n’est que la conséquence en mode « spatial », ou l’application en simultanéité, de l’idée d’universalité de la doctrine et d’unité fondamentale des formes traditionnelles ; seulement cette universalité et cette unité, les doctrines valables sur le plan général de chaque communauté traditionnelle les reconnaissent plus volontiers dans leur application en succession temporelle, et d’ailleurs dans des mesures fort variées, car cela permet aux communautés respectives d’exclure ou de diminuer plus facilement les autres formes traditionnelles contemporaines.