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.
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
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.
Aujourd’hui, l’enseignement des probabilités fait grand usage de l’informatique, en particulier pour simuler des expériences aléatoires variées. Cet article, qui se réfère au cadre théorique des ...espaces de travail mathématiques de Kuzniak, étudie un type emblématique de tâches fréquemment proposé aux élèves français de Première. Pour réaliser ces tâches, le tableurgrapheur est utilisé tour à tour comme générateur de hasard, comme calculatrice et comme outil logique. Pour cette raison, on fournit à l’élève beaucoup d’indications « techniques » sur l’usage du logiciel. Simultanément, il doit élaborer un modèle de l’expérience, puis le simuler à l’aide du logiciel, et pour ce faire il doit naviguer à travers plusieurs paradigmes probabilistes et statistiques, et donc à travers plusieurs espaces de travail, mais ici aucun indice explicite ne lui est donné pour l’aider à identifier le bon paradigme. En outre, l’énoncé de la tâche est souvent ambigu, ce qui rend difficile la détermination des paradigmes dans lesquels on est censé travailler.
Today the teaching of probability relies considerably on the use of software, particularly when it comes to simulation of diverse random experiments. This article, which refers to the theoretical framework of Kuzniak’s mathematical working spaces, studies an emblematic type of tasks frequently proposed to the French students aged 16-17 years. To accomplish these tasks, spreadsheets are used alternately as random event generator, calculator and logical tool. For this reason, the student was provided with many “technical” indications on the use of the software. Simultaneously, he must elaborate a model of the experiment, then simulate it by means of the software, and to do it, he must explore through various probabilistic and statistic paradigms, and hence through many working spaces, but no explicit indication helping him to identify the right paradigm is offered. Additionally, the task verbalization is often ambiguous, which turns difficult to determine the paradigms on which he is supposed to act.
Hoy la enseñanza de probabilidades se apoya en gran medida en la informática, en especial para simular diferentes experimentos aleatorios. Este artículo, que se refiere al marco teórico de los espacios de trabajo matemáticos de Kuzniak, estudia un tipo emblemático de tareas con frecuencia propuesto a los alumnos franceses de entre 16 y 17 años. Para realizar estas tareas, el programa de hojas de cálculo se utiliza alternadamente como generador de datos al azar, como calculadora y como herramienta lógica. Por esta razón, se otorgaron muchas indicaciones «técnicas» al alumno sobre el uso del programa. Simultáneamente, él tiene que elaborar un modelo del experimento, después simularlo con ayuda del programa y para lograrlo, él debe navegar a través de varios paradigmas probabilísticos y estadísticos, y por lo tanto, a través de varios espacios de trabajo, pero en cuanto a esto no se le brinda ninguna indicación explícita que lo ayude a identificar el paradigma correcto. Además, el enunciado de la tarea es a menudo ambiguo, lo que vuelve difícil determinar los paradigmas en los cuales se debe trabajar.
O ensino actual das probabilidades faz uma grande utilização da informática, especialmente para simular experiências aleatórias variadas. Este artigo, que se refere ao quadro teórico dos espaços matemáticos de trabalho de Kuzniak, estuda um tipo de tarefas emblemáticas propostas frequentemente a alunos franceses do 11° ano de escolaridade. Para executar essas tarefas, a planilha integrando gráficos foi utilizada sucessivamente como gerador de casos aleatórios, como calculadora ou como ferramenta lógica. Por esta razão, foram dadas ao aluno muitas indicações “técnicas” sobre a utilização do software. Ao mesmo tempo, o aluno deve desenvolver um modelo da experiência, fazer uma simulação utilizando o software. Para realizar tais tarefas, o aluno deve navegar através de vários paradigmas probabilísticos e estatísticos, e, portanto, através de vários espaços de trabalho, sem que lhe seja dada qualquer indicação explícita para o ajudar a identificar o paradigma correcto. Além disso, o enunciado da tarefa é muitas vezes ambíguo o que dificulta a determinação dos paradigmas em que é suposto trabalhar.
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.
Types of Co-Working Spaces in Istanbul Mavitan, Meltem Parlak; Baycan, Tüzin
Cidades, comunidades e território/Cidades comunidades e territórios,
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.
Cette contribution s’inscrit dans le thème : « Le travail mathématique et les aspects sociaux et institutionnels ». Nous avons ici souhaité interroger comment, dans le contexte d’une activité de ...construction géométrique, l’emploi de preuve intellectuelle peut se trouver justifié et de quelle manière il contribue à inscrire de manière stable l’activité des élèves dans une géométrie axiomatique naturelle. Dans notre travail de thèse nous avions montré que des situations construites dans un environnement de géométrie dynamique 3D pouvaient conduire les élèves à s’appuyer sur ce type de géométrie. En revanche, cette évolution s’avérait généralement instable, et nous proposons ici d’interroger en quoi les interactions sociales, et notamment via la genèse discursive, jouent un rôle fondamental quant à cette stabilité. La question de la preuve se trouve au cœur de cette problématique, puisqu’elle semble en réalité consubstantielle du passage d’une géométrie GI assumée à une géométrie GII morcelée. Nous proposons ici d’analyser le travail de trois groupes d’élèves, tiré d’une expérimentation de thèse (Mithalal, 2010), afin de mettre en lumière les interactions entre l’activité matérielle et la genèse discursive dans les espaces de travail géométrique.
Esta colaboración se inserta en el tema: «El trabajo matemático y los aspectos sociales e institucionales». Hemos querido examinar aquí cómo, en el contexto de una actividad de construcción geométrica, el empleo de una demostración intelectual puede encontrarse justificado y de qué manera éste contribuye a insertar de manera estable la actividad de los alumnos en una geometría axiomática natural. En nuestro trabajo de tesis habíamos mostrado que situaciones construidas en un ambiente de geometría dinámica 3D podían llevar a los alumnos a apoyarse en este tipo de geometría. En cambio, esta evolución mostraba ser generalmente inestable, y se propone aquí investigar en qué las interacciones sociales, y en especial vía la génesis discursiva, juegan un papel fundamental en lo que se refiere a esta estabilidad. La cuestión de la demostración se encuentra justo en el centro de esta problemática, ya que parece en verdad consubstancial del paso de una geometría GI asumida a una geometría GII fragmentada. Aquí proponemos analizar el trabajo de tres grupos de alumnos, inspirado en un experimento de tesis (Mithalal, 2010), con el fin de develar las interacciones entre la actividad material y la génesis discursiva en los espacios de trabajo geométrico.
This paper concerns the topic: “The mathematical work and the social and institutional aspects.” We have attempted to analyze how, in a geometrical construction activity context, the use of intellectual proof can be justified and which way it contributes to stably insert the students’ activity in a natural geometrical axiom. In our thesis project we have shown that situations built on a 3D dynamic geometrical environment can lead the students to rely on this type of geometry. Nonetheless, this evolution would proof itself unstable, and we propose here to examine where the social interactions, and especially via discursive genesis, play a fundamental role in terms of this stability. The proof issue is central to this concern, as it seems to be consubstantial with the transition of assumed Geometry GI to parceled Geometry GII. We propose to analyze the work of three groups of students, inspired on a thesis experiment (Mithalal, 2010), with the purpose of highlighting the interactions between the material activity and the discursive genesis in the geometrical working spaces.
Esta colaboração se insere no tema: «O trabalho matemático e os aspectos sociais e institucionais». Quisemos examinar aqui como, no contexto de uma atividade de construção geométrica, o uso de uma demonstração intelectual pode ser justificada e de que maneira isso contribui na inserção, de maneira estável, da atividade dos alunos em uma geometria axiomática natural. Em nosso trabalho de tese, tínhamos mostrado que situações construídas em um ambiente geométrico dinâmico 3D podiam levar os alunos a se apoiarem neste tipo de geometria. Por outro lado, esta evolução mostrava ser geralmente instável, e por isso nos propomos aqui pesquisar como as interações sociais, e em especial através da gênese discursiva, possuem um papel fundamental no que se refere a essa estabilidade. A questão da demonstração se encontra bem no centro desta problemática, pois parece na verdade consubstancial a passagem de uma geometria GI assumida a uma geometria GII fragmentada. Aqui propomos analisar o trabalho de três grupos de alunos, inspirado em um experimento de tese (Mithalal, 2010), com a finalidade de mostrar as interações entre a atividade material e a gênese discursiva nos espaços de trabalho geométrico.
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.
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