This book focuses on the creation of space as an activity. The argument draws not only on aspects of movement in time, but also on a cultural and specifically social context influencing the creation of the spatial habitus. The book reconsiders existing theories of time and space in the field of urban planning and develops an updated account of spatial activity, experience and space-making. Recent developments in spatial practice, specifically related to new technologies, make this an important and timely task. Integrating spatial-temporal dynamics into the way we think about cities aids the implementation of sustainable forms of urban planning. The study is composed of two different case studies. One case is based on fieldwork tracking individual movement using GPS, the other case utilises data mined from Twitter. One of the key elements in the conclusion to this book is the definition of temporality as a status rather than a transition. It is argued that through repetitive practices as habitus, time has presence and agency in our everyday lives. This book is based on the work undertaken for a PhD at the Centre for Advanced Spatial Analysis and was and accepted as thesis by University College London in 2013.

This book is very much about what the name urbanTick literally says, about the ticking of the urban, the urban as we experience it everyday on the bus, in the park or between buildings. It is about the big orchestrated mass migration of commuters, the seasonal blossoms of the trees along the walkway and the frequency of the stamping rubbish-eater-trucks. It is also, not to forget, about climate, infrastructure, opening hours, term times, parking meters, time tables, growing shadows and moon light. But most of all it is about how all this is experienced by citizens on a daily basis and how they navigate within this complex structure of patterns. The content of this book is based on the content of the urbanTick blog between 2008-2010. One year blogging about this topic brought together a large collection of different aspects and thoughts. It is not at all a conclusive view, the opposite might be the case, it is an exploratory work in progress, while trying to capture as many facets of the topic as possible.

This book is very much about what the name urbanTick literally says, about the ticking of the urban, the urban as we experience it everyday on the bus, in the park or between buildings. It is about the big orchestrated mass migration of commuters, the seasonal blossoms of the trees along the walkway and the frequency of the stamping rubbish-eater-trucks. It is also, not to forget, about climate, infrastructure, opening hours, term times, parking meters, time tables, growing shadows and moon light. But most of all it is about how all this is experienced by citizens on a daily basis and how they navigate within this complex structure of patterns. The content of this book is based on the content of the urbanTick blog between 2008-2010. One year blogging about this topic brought together a large collection of different aspects and thoughts. It is not at all a conclusive view, the opposite might be the case, it is an exploratory work in progress, while trying to capture as many facets of the topic as possible.

The sudden shift to remote education in response to the COVID-19 pandemic created both a unique challenge and a unique opportunity. Students and instructors alike were required to quickly adapt to the digital classroom, adjusting methods, material, and pedagogical approaches on the fly.Bringing together twenty-five interviews from the frontline of emergency remote education, Voices from the Digital Classroom portrays the struggles, innovations, and resilience of students, instructors, and educational professionals in the face of COVID-19. These interviews offer a unique, of-the-moment perspective on an exceptional time. Complemented by additional voices that expand on stories told to reflect on challenges, successes, and lessons learned, Voices from the Digital Classroom is both a time-capsule and a vision for the future. It provides new insights into pandemic teaching and learning, a remarkable lens into the daily realities of the digital classroom, and an inspiration for the future of remote education in a post-pandemic world.