The possibilities and limits of contestation in times of 'urban austerity'

This paper seeks to provide a conceptual framework in which to examine the social practices of contemporary austerity programmes in urban areas, including how these relate to different conceptions of crisis. Of current theoretical interest is the apparent ease with which these austerity measures have been accepted by urban governing agents. In order to advance these understandings we follow the recent post-structuralist discourse theory ‘logics’ approach of Glynos and Howarth (2007), focusing on the relationship between hegemony, political and social logics, and the subject whose identificatory practices are key to understanding the form, nature and stability of discursive settlements. In such thinking it is not only the formation of discourses and the mobilisation of rhetoric that are of interest, but also the manner in which the subjects of austerity identify with these. Through such an approach we examine the case of the regeneration/economic development and planning policy area in the city government of Birmingham (UK). In conclusion, we argue that the logics approach is a useful framework through which to examine how austerity has been uncontested in a city government, and the dynamics of acquiescence in relation to broader hegemonic discursive formations.

A longitudinal study of Project Trio: A dropout prevention program in a large urban environment

The subject of dropout prevention/reduction is deservedly receiving attention as a problem that, if not resolved, could threaten our national future.^ This study investigates a small segment of the overall dropout problem, which has apparently unique features of program design and population selection. The evidence presented here should add to the knowledge bank of this complicated problem.^ Project Trio was one of a number of dropout prevention programs and activities which were conducted in Dade County school years 1984-85 and 1985-86, and it is here investigated longitudinally through the end of the 1987-88 school year. It involved 17 junior and senior high schools, and 27 programs, 10 the first year and 17 the second, with over 1,000 total students, who had been selected by the schools from a list of the "at risk" students provided by the district, and were divided approximately evenly into the classical research design of an experimental group and the control group, which following standard procedure was to take the regular school curriculum. No school had more than 25 students in either group.^ Each school modified the basic design of the project to accommodate the individual school characteristics and the perceived needs of their students; however all schools projects were to include some form of academic enhancement, counseling and career awareness study.^ The conclusion of this study was that the control group had a significantly lower dropout rate than the experimental group. Though impossible to make a certain determination of the reasons for this unexpected result, it appears from evidence presented that one cause may have been inadequate administration at the local level.^ This study was also a longitudinal investigation of the "at risk" population as a whole for the three and four year period, to determine if academic factors were present in records may be used to identify dropout proneness.^ A significant correlation was found between dropping out and various measures including scores on the Quality of School Life Instrument, attendance, grade point averages, mathematics grades, and overage in grade, important identifiers in selection for dropout prevention programs. ^

Extending the Theory of Planned Behavior in the exercise domain: A study of community college students in an urban multicultural setting

The purpose of this study was to assess the intention to exercise among ethnically and racially diverse community college students using the Theory of Planned Behavior (TPB). In addition to identifying the variables associated with motivation or intention of college students to engage in physical activity, this study tested the model of the Theory of Planned Behavior, asking: Does the TPB model explain intention to exercise among a racially/ethnically diverse group of college students? ^ The relevant variables were the TPB constructs (behavioral beliefs, normative beliefs, and control beliefs), which combined to form a measure of intention to exercise. Structural Equation Modeling was used to test the predictive power of the TPB constructs for predicting intention to exercise. Following procedures described by Ajzen (2002), the researcher developed a questionnaire encompassing the external variables of student demographics (age, gender, work status, student status, socio-economic status, access to exercise facilities, and past behavior), major constructs of the TPB, and two questions from the Godin Leisure Time Questionnaire (GLTQ; Godin & Shephard, 1985). Participants were students (N = 255) who enrolled in an on-campus wellness course at an urban community college. ^ The demographic profile of the sample revealed a racially/ethnically diverse study population. The original model that was used to reflect the TPB as developed by Ajzen was not supported by the data analyzed using SEM; however, a revised model that the researcher thought was theoretically a more accurate reflection of the causal relations between the TPB constructs was supported. The GLTQ questions were problematic for some students; those data could not be used in the modeling efforts. The GLTQ measure, however, revealed a significant correlation with intention to exercise (r = .27, p = .001). Post-hoc comparisons revealed significant differences in normative beliefs and attitude toward exercising behavior between Black students and Hispanic students. Compared to Black students, Hispanic students were more likely to (a) perceive “friends” as approving of them being physically active and (b) rate being physically active for 30 minutes per day as “beneficial”. No statistically significant difference was found among groups on overall intention to exercise. ^

A study of the relationship between educational placement and the achievement of urban low socioeconomic Hispanic middle school students with and without specific learning disabilities

Public schools traditionally have been held accountable for educating the majority of the nation’s school children, and through the years, these schools have been evaluated in a variety of ways. Currently, evaluation measures for accountability purposes consist solely of standardized test scores. In the past, only test scores of general education students were analyzed. Laws governing the education of students with disabilities, however, have extended accountability measures not only to include those students, but to report their scores in a disaggregated form (No Child Left Behind Act, 2001). The recent emphasis on accountability and compliance has resulted in the need for schools to carefully examine how programs, services, and policies impact student achievement (Bowers & Figgers, 2003). ^ Standard-based school reform and accountability systems have raised expectations about student learning outcomes for all students, including those with disabilities and minority students. Yet, overall, racial/ethnic minority students are performing well below their White non-Hispanic peers in most academic areas. Additionally, with respect to special education, there exists an enduring problem of disproportionate representation of racial/ethnic minority students (National Research Council, 2000). ^ This study examined classroom placement (inclusive versus non-inclusive) relative to academic performance of urban, low socioeconomic Hispanic students with and without disabilities in secondary content area classrooms. A mixed method research design was used to investigate this important issue using data from a local school district and results from field observations. The study compared performance levels of four middle school Hispanic student subgroups (students with disabilities in inclusive settings, students without disabilities in inclusive settings, students with disabilities in resource settings, and student without disabilities in general education settings) each in their respective placements for two consecutive years, exploring existing practices within authentic settings. ^ Significant differences were found in the relationship of educational placement and achievement between grade level and disability in the areas of math and reading. Additionally, clear and important differences were observed in student-teacher interactions. Recommendations for further researchers and stakeholders include soliciting responses from teams at the schools composed of general education and special education teachers, administrative personnel, and students as well as broadening the study across grade levels and exceptionalities. ^

The relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers

Culturally responsive instruction refers to the identification of relevant cultural aspects of students' lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida. After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group ( n=22) and the other class formed the comparison group (n =22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP - Summarize, Connect, Reflect, Ask Questions, Predict; responded to literal and inferential questions, while at the same time validating their responses through evidence from the text. The Read XL (basal reader) curriculum of the comparison group utilized a traditional form of instruction which incorporated the reading of passages followed by responses to comprehension questions, and teacher-led whole group discussion. The main sources of data were collected from the Gates-MacGinitie Reading Tests, the Florida Assessments for Instruction in Reading (FAIR), and the Rhody Secondary Reading Attitude Assessment. Statistical analyses were performed using Repeated Measures ANOVAs. Findings from the study revealed that the experimental participants' reading attitudes and FAIR comprehension scores increased when compared to the comparison group. Overall, the results from the study revealed that culturally responsive instruction can potentially foster reading comprehension and a more positive attitude towards reading. However, a replication of this study in other settings with a larger, more randomized sample size and a greater ethnic variation is needed in order to make full generalizations.

Differences in expenditure and amounts of fresh foods, fruits & vegetables and fish purchased in urban and rural Scotland

Peer reviewed

Differences in expenditure and amounts of fresh foods, fruits & vegetables and fish purchased in urban and rural Scotland

Peer reviewed

Patricia Harris, Former United States Secretary of Housing and Urban Development

General note: Title and date provided by Bettye Lane.

Patricia Roberts Harris, Former United States Secretary of Housing and Urban Development

General note: Title and date provided by Bettye Lane.

Exploring Perceptions of Middle Class Urban Indian Women Regarding Socio-Cultural Deterrents Influencing Participation in Adult and Continuing Educational Programs

Unlike its childhood counterpart, adult and continuing education is a voluntary activity, where adult learners partake in educational programs for the sake of realizing some explicit or implicit goal. The purpose of this study was to explore the association between socio-cultural influences and deterrents to participation of middle class urban Indian women in adult and continuing educational programs. Darkenwald and Merriam’s (1982) theory of non-participation was selected as the theoretical lens used to guide this study. This study involved collecting qualitative data to analyze participant views and was collected through 16 semi-structured interviews to explore participants’ individual perceptions concerning socio-cultural deterrents influencing participation of middle class urban Indian women in adult and continuing educational programs. Qualitative data were analyzed to discover emerging themes and sub-themes. In the second phase of the study, a modified Deterrent to Participation Scale – General (DPS-G) was used to measure data collected from the surveys completed by participants, that included specific demographic questions. Descriptive statistics were used to examine the relationships between the demographic questions and the deterrent identified on the DPS-G. The interview and survey data were used convergently to understand the relationship between socio-cultural influences and deterrents impacting participant participation in adult and continuing educational programs. The findings of the study indicated that the biggest socio-cultural influence deterring participation among middle class urban Indian women in adult and continuing educational programs is marriage. It is an Indian social norm that comes with a set of pre-defined roles and expectations, and married women find themselves consumed by fulfilling the marital and familial expectations and responsibilities and participation in adult and continuing educational program is furthest from their mind. Middle class urban Indian women do realize the importance of educational pursuits, but do not feel that they can, after marriage. They are open, however, to pursuing adult educational programs in the form of short-term skill development programs leading to income generation, although they would lead primarily to home-based work enterprises.

Extending the Theory of Planned Behavior in the Exercise Domain: A Study of Community College Students in an Urban Multicultural Setting

The purpose of this study was to assess the intention to exercise among ethnically and racially diverse community college students using the Theory of Planned Behavior (TPB). In addition to identifying the variables associated with motivation or intention of college students to engage in physical activity, this study tested the model of the Theory of Planned Behavior, asking: Does the TPB model explain intention to exercise among a racially/ethnically diverse group of college students? The relevant variables were the TPB constructs (behavioral beliefs, normative beliefs, and control beliefs), which combined to form a measure of intention to exercise. Structural Equation Modeling was used to test the predictive power of the TPB constructs for predicting intention to exercise. Following procedures described by Ajzen (2002), the researcher developed a questionnaire encompassing the external variables of student demographics (age, gender, work status, student status, socio-economic status, access to exercise facilities, and past behavior), major constructs of the TPB, and two questions from the Godin Leisure Time Questionnaire (GLTQ; Godin & Shephard, 1985). Participants were students (N = 255) who enrolled in an on-campus wellness course at an urban community college. The demographic profile of the sample revealed a racially/ethnically diverse study population. The original model that was used to reflect the TPB as developed by Ajzen was not supported by the data analyzed using SEM; however, a revised model that the researcher thought was theoretically a more accurate reflection of the causal relations between the TPB constructs was supported. The GLTQ questions were problematic for some students; those data could not be used in the modeling efforts. The GLTQ measure, however, revealed a significant correlation with intention to exercise (r = .27, p = .001). Post-hoc comparisons revealed significant differences in normative beliefs and attitude toward exercising behavior between Black students and Hispanic students. Compared to Black students, Hispanic students were more likely to (a) perceive “friends” as approving of them being physically active and (b) rate being physically active for 30 minutes per day as “beneficial”. No statistically significant difference was found among groups on overall intention to exercise.

Stuck in the middle with you: The role of bridging organisations in urban regeneration

The literature on the governance of social-ecological systems increasingly recognizes a key role of bridging organisations (BOs) in transition processes towards sustainability. BOs can be defined as facilitators who allow for interorganisational collaboration. Our paper provides a more nuanced understanding of specific BO activities and their contributions towards urban sustainability. Our analysis is based on applying three complementary methodological angles (drawing on geolocalised data, interviews and action research) to 20 years of urban renovation investments in the city-region of Brussels. We distinguish between multi-scale, multi-actor and multi-dimensional tensions in urban renovation programmes and link these tensions to bridging challenges for BOs. Results suggest that the corresponding three types of bridging roles form a trilemma rather than a trilogy: the BOs in study have mediated one tension by de facto exacerbating another. Lessons from action research suggest that a wider use of temporality and shared language to communicate about urban renovation projects could attenuate the bridging trilemma.

Redefining Urban Alleywalls: Urban Design for Active Public Space in Maynard Alley, Chinatown-International District, Seattle

Thesis (Master's)--University of Washington, 2016-06

Human traces in urban places.

Over the last two centuries many major cities have undergone large-scale modernisation that has led to the growing sense of homogenisation associated with such locales across the globe. The fractal logic that is at the heart of so many urban settings, where the whole system is made up of parts that are identical to the whole, seems to serve in making anonymous everyday experiences. Public transport and its corresponding street furniture, if thoughtfully designed and planned, has the potential to form an integral element in the promotion of a sense of identity, interconnectedness and flow within a city. Furthermore, bus stops, benches, litter bins, curb-sides, posts and pavements, to mention a few, offer interesting cases to consider how people truly engage with contemporary urban spaces. These objects—part of routine and made familiar—are elements of daily lives that are ingredients towards visual and multi-modal experiences. In addition, these are places where individuals encounter sociality and materiality in ordinary and sometimes extraordinary ways. This paper uses a visual ethnographic approach towards exploring the human traces of routine activities that have an impact on the cityscape. An Investigation of these details found within the urban landscape lead us towards understanding how we engage with and navigate cities. This is essentially an urban archaeological study that looks to reveal how non-designed phenomenon in urban places can contribute to our image of a city, providing a reflection on homogeneity within the built environment. Our visual ethnography focuses on six major cities: two each in Britain, Europe and North America. The findings of this work illustrate through visual analyses three key characteristics: first, how urban spaces are transformed intentionally and unintentionally; second, how transformations are practical, functional, beautiful and sometimes ridiculous; third, how transformations reveal values around visual and multi-modal experiences inherent to people.

COSMOS - Congestion management strategies and methods in urban sites.

The paper describes the strategies for Congestion and Incident Management (CIM) on the basis of Automatic Congestion and Incident Detection (ACID) that COSMOS will develop, implement in SCOOT, UTOPIA and MOTION, and validate and demonstrate in London, Piraeus and Torino. Four levels of operation were defined for CIM: strategies, tactics, tools and realisation. The strategies for CIM form the top level of this hierarchy. They have to reflect the strategic requirements of the system operators. The tactics are the means that can be employed by the strategies to achieve particular goals in particular situations. The tools that are used by the tactics relate to the elements of the signal plan and the ways in which they can be modified. Strategies, tactics and tools are generally common to all three systems, while the realisation of individual strategies and tactical decisions, through the use of particular common sets of tools, will generally be system specific. For the covering abstract, see IRRD 490001.