For the first time, the pollution characteristics of eight organophosphate esters (OPEs) in dust from staff workspaces of subway stations were investigated in China. Dust samples were collected from ...ten stations, covering six rooms at each station, including offices, meeting rooms, dressing rooms, control rooms, equipment rooms and platforms within tunnels. The detection rates for seven compounds ranged from 68 % to 97 %, indicating widespread contamination. The median concentration of ∑OPEs was 23.31 μg/g, which was higher than that found in houses but not as high as that reported for station platforms and vehicle cabins. TnBP, TDCIPP and TEHP were identified as the predominant compounds, with concentrations ranging from 2.63 to 3.65 μg/g. The spatial distribution results revealed highly comparable concentrations in control rooms and offices but different profiles. Despite spatial separation between sampling sites, correlation analysis indicated strong links between tunnels and other sections of stations, suggesting the source consistency. Principal Component Analysis (PCA) results revealed that equipment shells, insulating rubber and cable jackets were major sources for control rooms and platforms within tunnels; oil-related sources influenced equipment rooms; and plastic decorations served as the main sources for station offices, dressing and meeting rooms. The hazard quotients (HQs, or noncarcinogenic risk) of ∑OPEs via ingestion and dermal contact for staff were all in the range of 10−4-10−2. Although the HQ levels were below the USEPA threshold, the occupational exposure risks through ingestion and dermal contact were greater than those in building environments and vehicle cabins.
•1.The occurrence for seven OPEs in dust of subway stations ranged from 68 % to 97 %.•2.The median concentration of 23.31 μg/g was higher than that in building environments.•PCA method revealed different sources for staff activity areas and equipment rooms.•The stations were contaminated by oil originating from tunnel or equipment rooms.•The exposure risk is higher for station staff compared to other indoor environments.
This open access book provides multidisciplinary perspectives on the changing dynamics of new working spaces, with insights from various European countries and observing critical theoretical ...approaches. Divided into two main parts, the first part focuses on the different typologies of new working spaces, identifying the changing nature of these spaces and associated concepts, taxonomies, and specific approaches to this phenomenon. The second part analyzes the location of new working spaces, examining its recent evolution and identifying new factors and geographies, offering an additional empirical analysis of different European realities. The research included in this book contributes to the current discussion of new forms and geographies of work and their impact on the territories and related policies.
Despite the many studies conducted in the field of mathematics education and especially geometry, we see that the process of teaching and learning geometry has many challenges. Students' challenges ...in geometry usually appear when solving problems. Two of the approaches that describe the process of solving geometric problems are called geometrical paradigms and working spaces. The purpose of this article, which is a review article, is to briefly describe these two approaches based on related studies and then show their importance in the process of teaching and learning geometry. In general, geometrical working space refers to the interaction between the three components of visualization, construction and proof. The working space in which a person is reasoning depends on the geometrical paradigm. In Geometry I, the reasoning is based on intuition and experiment, and in Geometry II, the reasoning is made by axioms, but the connection with the physical world is still maintained. Finally, in Geometry III, there’s no connection with the physical world and the reasoning is completely logical and abstract. Identifying students' geometrical paradigms and studying the working space in which they solve problems allows teachers to design their teaching according to students' understanding and also in case of difficulties in the process of teaching and learning, they can use a useful approach.1. IntroductionLearning geometry causes many challenges for students. Many of these difficulties appear when facing geometric problems and choosing the right strategies for solving or proving them. In general, the way students deal with geometric problems and the strategies they use to solve or prove them, reveals important information about their attitude toward geometry. The geometrical paradigms and working spaces describe the students’ way of looking at problems and also the strategies they use in solving them 3, 4.2. Main ResultsParadigm means all the beliefs held by the members of a community. Learners and teachers with similar paradigms can easily communicate with each other, and when they have different paradigms, many difficulties and misconceptions occur \cite{5}. For example, in the process of proving a claim, it is sometimes allowed to use drawing, but sometimes it is not acceptable and providing more detailed reasonings is needed. Therefore, in different situations and problems, learners use different paradigms and we can't say one paradigm is more accurate than the others. In general, three different geometrical paradigms are introduced by Houdement and Kuzniak 3. In Geometry I, learners use perception, experiment and connection with the physical world to solve a geometric problem. It is related to reality. So the backward and forward movement between the model and reality is allowed to prove the geometric assertions. In Geometry II, the objects are not material. Definitions and axioms are necessary to define and create the objects, but in this paradigm, they are close to intuition. At last, in Geometry III, the system of axioms has no relation with reality. It is independent of any application of the objects of the real world. This paradigm is mainly used in university courses and it doesn’t exist in school geometry. A common educational misconception happens when students and teachers are not in the same paradigm. The passage from one type of Geometry to another is a complex phenomenon. Because it’s a change of theory and can be considered an educational evolution. At least, two transitions happen that are not the same. The first transition (from Geometry I to Geometry II) deals with the nature of the objects and the space. The second one (from Geometry II to Geometry III) concerns the system of axioms and it leads to a more complex process. During elementary school, the first transition must happen and teachers can think about how to prepare students for Geometry II 2,3,5,6. In order to identify the students' geometrical paradigm, it is necessary to examine the strategies they use in problem solving. In fact, the geometrical working space in which they solve problems should be identified. If we consider mathematics as an activity that is done by the human brain, we can find out how learners have a geometrical paradigm. When experts solve geometric problems, they go back and forth between paradigms. A geometrical working space is a place that is organized to explain the process of solving geometric problems. It illustrates the structure of the complex situation in which the problem solver acts. It involves two planes which are called the epistemological and the cognitive planes. In the epistemological plane, there are three elements. In fact, learners use three components which are the theoretical system of references, the real space, and artifacts to solve a geometric problem. These components are not sufficient to define the meaning of the geometrical working space clearly. Because it strongly depends on its users too. So the cognitive plane was introduced to describe the cognitive activity of each user which consists of visualization, construction and proof. The process of linking the epistemological plane and the cognitive plane is part of geometrical work. In fact, problem solvers use more than one component to reach the correct response to a problem and a set of these actions represents their geometrical working space 4,5,6,9. The variety of geometrical working spaces depends on the way users synthesize the cognitive and epistemological planes to solve geometric problems. It also depends on the cognitive abilities of each user too. In fact, being an expert or a beginner in solving problems affects the structure of geometrical working space 4.3. Summary of Proofs/ConclusionMany of the difficulties in the process of teaching and learning geometry are due to the difference in the paradigms and working spaces of students and teachers. Several factors influence the students' geometrical paradigm and the working space in which they solve problems, among which the role of the teachers and the textbooks are the most prominent. In fact, the educational system of each country can determine the type of preferred paradigm for each educational level according to the goals of the curriculum. So teachers should be familiar with these approaches and in addition to being aware of them, they can guide the students toward a suitable working space 4,6.
The global COVID pandemic changed how we work. Telework has become the “new normal” in suburban and rural areas. National and regional transport policies have been using these new trends of work to ...address mobility problems and provide development of low-traffic cities and regions. Companies face the challenges to lead and coordinate teleworkers. Private providers now offer spatial concepts for telework such as co-working spaces in suburban and rural as well as urban areas. Moreover, less attention has been paid to the role municipalities play in adapting to the “new normal” of work in collaborating between stakeholders from different institutional spheres especially in suburban and rural areas. This study explores this lacuna by adopting a quadruple helix model. It integrates a focus group approach for qualitative data collection and uses two suburban cities in the Hannover region of Germany as a case study. The findings raise the question of how the role of municipalities can be strengthened to effectively adapt to a “new normal” of work in suburban and rural areas for the mobility transition. The study broadens the discussion about supporting the reduction of CO2 emissions from commuting through the implementation of co-working spaces in suburban and rural areas. Finally, a three-step collaborative innovation process is offered.
•Suburban and rural areas represent high potential for reducing commuting•Municipalities' roles need to be readjusted to promote sustainable mobility•Co-working spaces can support “new normal” of work in companies
Types of Co-Working Spaces in Istanbul Mavitan, Meltem Parlak; Baycan, Tüzin
Cidades, comunidades e território (Em linha),
06/2023, Letnik:
46, Številka:
46
Journal Article
Recenzirano
Odprti dostop
En The concept of co-working has gradually grown in importance and new types of workplaces have increased in Istanbul in step with global trends. As the most populated city in Turkey, Istanbul hosts ...the largest number of co-working spaces (CWSs) in the country. This paper describes the types of CWSs in Istanbul. In this context, the paper is organized around two main topics: the physical structure and the non-physical structure of CWSs. The physical structure of CWSs refers to the type of building, layout, and architectural features, as well as the facility management services and ancillary spaces that CWSs provide. The non-physical structure of CWSs covers the financial structure, community structure, organization and management structure, decision-making structure, partnership structure, and communication structure of CWSs. In this framework, 20 CWSs in Istanbul (87 locations in total, including multiple branches in the city) were empirically studied through face-to-face interviews, observations, websites, and advertisements analysis. The main result of the analysis reveals that CWSs have different characteristics and cannot be encompassed in one type for the case of Istanbul. In this context, four different co-working types were identified in Istanbul. These are chain CWSs, lifestyle CWSs, community-oriented CWSs, and service-oriented CWSs. The results of the study contribute to the literature for a better understanding of CWSs in an urban context. They also help to understand the changing working environment in Istanbul and Turkey, which has been largely overlooked by the literature to date.
Third places, such as business incubators, co-working spaces and work collectives, represent a new ecosystem of collaborative working practices in the creative economy that alters significantly the ...spatial distribution of work and the notion of 'workplace'. Collaborative workplaces emerged after the gradual collapse of the stable employment paradigm that was one of the main features of the Keynesian welfare state and as a response to precarious working conditions that were augmented during the recent economic crisis and the subsequent recession. The paper contributes to the critical understanding of these new geographies of workplace and working conditions that third places manifest. Using data from a large survey about the economics and the working conditions of Greek designers and from four interviews with freelancers in work collectives and facilitators of co-working spaces, the paper sheds light on the socio-economic profile and the working conditions of Greek freelance designers that use co-working spaces and work collectives as means of reducing precarious working conditions and personal-professional risks. The results show that designers in third places, in contrast to freelancers who use formal workplaces or work from home, work long hours with poor pay and a large proportion have no safety net with regard to social security. Third places can be enclaves of the shadow economy and of very specific precarious working conditions. On the other hand, third places help freelance designers become more embedded to business networks, both local and foreign, rather than working in isolation. Networking effects between freelancers and self-employed who choose to work in third places usually result in greater opportunities for outsourcing and subcontracting and in more exports.
Cette contribution vise à décrire les différents espaces de travail géométrique liés aux programmes de formation de l’école québécoise au primaire et au secondaire, ceux qui sont mis en oeuvre dans ...les manuels et dans les classes et celui dans lequel fonctionnent bon nombre d’étudiants dans le cadre de la formation initiale des maîtres. Il résulte de ces différentes études que la distinction entre les ETG visés au primaire et au secondaire n’est pas clairement explicitée. Il semble que ceux-ci s’appuient plutôt sur une géométrie GII morcelée (GII/GI) mais que les élèves peuvent réussir en travaillant dans un ETG personnel relevant d’une géométrie GI assumée (GI/gII). Il découle de ce constat que les futurs enseignants du primaire fonctionnent dans un ETG personnel proche de, voire identique, à celui de l’élève du primaire. Le défi des cours de didactique en formation initiale des maîtres est donc d’amener les futurs enseignants du primaire à un ETG personnel distinct de celui de leurs futurs élèves.
Esta colaboración intenta describir los diferentes espacios de trabajo geométrico relacionados con los programas educativos de primaria y secundaria en Quebec: los que son puestos en práctica en los libros de texto y en las clases y aquel en el cual se desempeñan un buen número de estudiantes en el marco de la formación inicial de profesores de educación básica. Estos diferentes estudios dejan ver de que la distinción entre los ETG para primaria y para secundaria no está claramente explicitada, parece que estos se basan más bien en una geometría GII fragmentada (GII/GI) pero que los alumnos pueden tener éxito trabajando en un ETG personal más próximo a una geometría GI asumida (GI/gII). Esta constancia arroja que los futuros profesores de primaria funcionan en un ETG personal parecido (sino es que idéntico) al del estudiante de primaria. El reto de los cursos de didáctica en la formación inicial de profesores educación básica es, por tanto, llevar a los futuros educadores de primaria a un ETG personal distinto a aquel de sus futuros alumnos.
This paper aims to describe the different geometrical working spaces related to curricula implemented in primary and secondary schools in Quebec, those which are assumed in the textbooks and classes, and that upon which a good number of teachers in early formation stages rely. It results from these different investigations that the distinction between GWS in primary and secondary schools is not clearly explicit. They seem to be based upon a parceled Geometry GII (GII/GI) but learners can succeed when working in a personal GWS proximate to an assumed Geometry (GI/gII). It stems from this report that the primary school teachers in formation function in a personal GWS close or identical to that of the primary school student. Thus, the challenge that the teacher formation early courses on didactics face is to take the prospective teachers to a personal GWS distinct from that of their future pupils.
Este trabalho tem como objetivo descrever os diferentes ETG pode ser encontrado na Educação em Quebec, em livros e salas de aula, em comparação com ETM usado por estudantes universitários que participam em programas de aprendizagem escolas primárias. Acontece que a distinção entre a ETG aos níveis primário e secundário de educação não é clara. Eles tendem a ser ligado a algum tipo de parcelar GII (GII/Gl), mas um estudante pode ter sucesso quando se trabalha em um GI assumiu (GI/gII). Assim, os estudantes universitários que participam em programas educacionais para escolas de ensino fundamental operar em uma ETG pessoal pode estar perto de seus futuros alunos. O desafio é oferecer aos estudantes universitários a oportunidade de trabalhar em outro ETG durante a sua sessão de ensino de geometria.
Recently, the rapid global rise in co-working spaces and shared workspaces has sparked a re-emergence of the clustering debate. Similar to the presumed innovative potential of (creative) clusters, ...such spaces are assumed to possess the power contribute to their users’ innovativeness. This paper explores whether and how co-working and co-location could stimulate interactions and collaborations that potentially foster innovation in the creative industries.
By building upon 46 interviews with Dutch co-located creative entrepreneurs and workplace managers, we argue that agglomeration economies are rarely of an economic (or radical innovative) nature. However, co-working members socially benefit from reduced transaction costs, buzz and the exchange of (tacit) knowledge. Especially, we contend that through physical proximity and play, networks of surrogate collegiality can emerge. Such networks are vital in bridging the transition from creative and arts education to the development of a professional, entrepreneurial skill set, providing a fertile ground for potential innovative prospects. Nevertheless, as outlined by some of the critical approaches to clustering theory, proximity alone has not been a sufficient condition for collaboration and innovation. On the contrary, the conjunction of the professional and private sphere can be challenging for creative workers. Interpersonal frictions, rivalry and mismatching cultures of work have been issues that could be addressed by workplace managers.
The proliferation of digital connectivity and mobility is having a profound impact on nomadic and collaborative work practices in our cities. In the past few years, we have witnessed a shift in the ...way that organisational entities in both the private and public sector put emphasis on the allocation and use of office space. In this paper, we report on our evaluation of a trial of co-working spaces also referred to as Flexible Work Centres (FWC) led by the Queensland State Government. The trial provides insights into such changes towards new work practices. The trial tested how FWCs can be used by Queensland Government employees, and its impact on productivity, staff retention and work–life balance of employees. The 47 trial participants from 10 different government departments completed a series of four surveys and were invited to keep diaries of their impressions and experiences. Supervisors were involved in a series of focus groups to reflect on the trial at the end of the 12-month period. The benefits of the flexible work arrangement and specifically the provision of an alternative work venue was highly praised and appreciated by participants and supervisors. There were noted key qualities of staff and work types that this arrangement works best for, and trust in employees was paramount. The positive results of the trial saw a continuation of the provision of the flexible workspace arrangement and investigations into further extensions of the program.
The present paper investigates the location patterns and the effects co-working spaces generate on the urban context, issues that have been neglected by the existing literature. The focus is on ...Milan, the core of the Italian knowledge-based, creative, digital, and sharing economy, and the city hosting the largest number of co-working spaces in Italy. The paper addresses three main questions: (1) Where are the main locations of co-working spaces in Milan? (2) Are there any transformative effects of co-working spaces, respectively at the urban scale and at the very local scale? (3) What are their impacts in terms of spatial transformation and in terms of innovation in practices (for instance, work, leisure, or culture)? Desk research showed that location patterns of co-working spaces resemble those of service industries in urban areas, with a propinquity to the so-called "creative clusters." Field research shed light on urban effects, such as the participation of workers in co-working spaces in local community initiatives, their contribution to urban revitalization trends, and micro-scale physical transformations. The paper, therefore, helps to fill the gap in the literature about the location patterns of these new working spaces and their urban effects at different scales, both in terms of urban spaces and practices.
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