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Spatial Planning Systems Of Britain And France

RRP $302.99

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Spatial Planning Systems of Britain and France brings together a wide selection of comparative essays to highlight the fundamental similarities and differences between the spatial planning in Great Britain and France: two countries that are near neighbours and yet have developed very different modes of planning in terms of their structure, practical application and underlying philosophies.

Drawing on the outcomes of the Franco-British Planning Study Group and with a foreword by Vincent Renard of the Ecole Polytechnique in Paris, the book offers a comparative investigation of the basic contexts for planning in both countries, including its administrative, economic, financial and legal implications, and then move on to illustrate themes such as urban policy and transport planning through detailed analysis and case studies.

From these investigations the book brings together planning concepts from both a national and European perspective, looking particularly at two current issues: the effects of urban growth on small market towns and the use of Public-Private partnerships to implement development projects.

Spatial Planning Systems of Britain and France will prove invaluable to policy makers and practitioners in both countries at a time when national policy is beginning to look towards practice in other countries.

The book is published simultaneously in English and French opening up a wider debate between the English-speaking and francophone worlds.


Spatial Planning Systems Of Britain And France

RRP $302.99

Click on the Google Preview image above to read some pages of this book!

Spatial Planning Systems of Britain and France brings together a wide selection of comparative essays to highlight the fundamental similarities and differences between the spatial planning in Great Britain and France: two countries that are near neighbours and yet have developed very different modes of planning in terms of their structure, practical application and underlying philosophies.

Drawing on the outcomes of the Franco-British Planning Study Group and with a foreword by Vincent Renard of the Ecole Polytechnique in Paris, the book offers a comparative investigation of the basic contexts for planning in both countries, including its administrative, economic, financial and legal implications, and then move on to illustrate themes such as urban policy and transport planning through detailed analysis and case studies.

From these investigations the book brings together planning concepts from both a national and European perspective, looking particularly at two current issues: the effects of urban growth on small market towns and the use of Public-Private partnerships to implement development projects.

Spatial Planning Systems of Britain and France will prove invaluable to policy makers and practitioners in both countries at a time when national policy is beginning to look towards practice in other countries.

The book is published simultaneously in English and French opening up a wider debate between the English-speaking and francophone worlds.


A Teaching Plan Of Grammar

RRP $16.99

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From the PREFACE.
The teaching of English is the most complex, the most difficult, and the most important work of the elementary school teacher. It includes reading, word study, phonetics, composition, and grammar. Each of these is a good-sized job by itself; and the possible combinations of them and the methods of teaching them are almost infinite. We have a deluge of "language" books for the use of pupils, every page of which is usually a medley of the various elements named above. It is the kind of correlation which results in a superficial impression and a confused notion of what is learned. As we ascend in the grades the various subjects and parts of subjects should be isolated for thoroughness of drill and clearness of conception. Departmental teaching is a device which automatically accomplishes such isolation. As the pupil gets older he himself is able to perceive the interrelations of knowledge, so that it is no longer necessary for the teacher to make all the connections.
For these reasons there comes a time, beginning in the fifth or sixth grade, when grammar should be taught as grammar, reading as reading, and composition as composition. Each of these should be graded into steps, easy at first, and proceeding gradually to the more difficult until the entire science or art is mastered. During the whole process the relations of grammar, reading, and composition should be pointed out, so that each is seen in the light of the others and each is illustrated by the others. But the correlation should no longer be so complete that the subjects lose their individuality. By the time a pupil reaches the eighth grade he should have a systematic knowledge of grammar as such, composition as such, and literature as such....


Demeter & Persephone Spring Hel Hostage (a Greek Myth)

RRP $14.99

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This graphic novel tells the story of Demeter, the Greek goddess of the harvest, and her daughter, Persephone. Demeter rules over a perpetual summer on earth, where crops, trees, and flowers grow in abundance. Persephone, young and beautiful, unknowingly attracts the attention of the lonely god of the Underworld, Hades. Hades kidnaps Persephone, and a frantic Demeter searches in vain for her daughter. Finally, Demeter retreats to her temple in mourning. The goddess's sorrow causes the crops to die and the ground to freeze. The first winter falls over Greece. As people begin to starve, the other Olympian gods and goddesses try to convince Demeter to accept a marriage between Persephone and Hades. But Demeter will not give up her daughter forever to the Underworld. Finally a compromise is struck: Persephone will stay with Hades for half a year (winter). When she comes back from the Underworld to spend half a year with her mother, spring returns to earth.


Traffic Control And Transport Planning:

RRP $29.99

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When solving real-life engineering problems, linguistic information is often encountered that is frequently hard to quantify using "classical" mathematical techniques. This linguistic information represents subjective knowledge. Through the assumptions made by the analyst when forming the mathematical model, the linguistic information is often ignored. On the other hand, a wide range of traffic and transportation engineering parameters are characterized by uncertainty, subjectivity, imprecision, and ambiguity. Human operators, dispatchers, drivers, and passengers use this subjective knowledge or linguistic information on a daily basis when making decisions. Decisions about route choice, mode of transportation, most suitable departure time, or dispatching trucks are made by drivers, passengers, or dispatchers. In each case the decision maker is a human. The environment in which a human expert (human controller) makes decisions is most often complex, making it difficult to formulate a suitable mathematical model. Thus, the development of fuzzy logic systems seems justified in such situations. In certain situations we accept linguistic information much more easily than numerical information. In the same vein, we are perfectly capable of accepting approximate numerical values and making decisions based on them. In a great number of cases we use approximate numerical values exclusively. It should be emphasized that the subjective estimates of different traffic parameters differs from dispatcher to dispatcher, driver to driver, and passenger to passenger.



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