PowerPoint presentation on urbanization, urbanism (city) life and the metropolis in a globalizing world. Covers the rise of mega-cities and some sociological aspects of urban life; with many pictures, themes and key social theorists.
Postmodern Urbanism and the New PsychogeographyTina Richardson
This lecture provides an overview of some of the theoretical approaches to the postmodern city highlighting the issues that pertain to the appearance of urban space under neoliberalism. You will be introduced to some of the leading contemporary thinkers from the field of urban theory/planning and urban cultural studies. Many of the motifs that arise in the theories of contemporary urban life have been incorporated into the critical practices of a number of today’s urban walkers. These practitioners have developed their own form of psychogeography which responds to the complexity of postmodern space in different ways. Tina’s lecture will tease out some of these motifs and will demonstrate how they have been incorporated into the various methodologies of the New Psychogeography.
Racial Segregation in Urban America, post-WWII AmericaEric Beckman
History and implications of racial segregations in post-WWII American cities. Explains the dynamics that created overwhelmingly white suburban areas and restricted people of color to decaying urban cores. Our doughnut cities are no accident. Government aided the many at the expense of the few. Our public policies reinforced racist attitudes, reaffirming and reinventing American whiteness.
Architecture, urban design, street and infrastructure design from social and sociological point of view including wide public place and space in the city. Developing place for good social interaction during design city, buildings and regions
Postmodern Urbanism and the New PsychogeographyTina Richardson
This lecture provides an overview of some of the theoretical approaches to the postmodern city highlighting the issues that pertain to the appearance of urban space under neoliberalism. You will be introduced to some of the leading contemporary thinkers from the field of urban theory/planning and urban cultural studies. Many of the motifs that arise in the theories of contemporary urban life have been incorporated into the critical practices of a number of today’s urban walkers. These practitioners have developed their own form of psychogeography which responds to the complexity of postmodern space in different ways. Tina’s lecture will tease out some of these motifs and will demonstrate how they have been incorporated into the various methodologies of the New Psychogeography.
Racial Segregation in Urban America, post-WWII AmericaEric Beckman
History and implications of racial segregations in post-WWII American cities. Explains the dynamics that created overwhelmingly white suburban areas and restricted people of color to decaying urban cores. Our doughnut cities are no accident. Government aided the many at the expense of the few. Our public policies reinforced racist attitudes, reaffirming and reinventing American whiteness.
Architecture, urban design, street and infrastructure design from social and sociological point of view including wide public place and space in the city. Developing place for good social interaction during design city, buildings and regions
O Prof. Timothy Beatley trabalha com o conceito da RESILIÊNCIA URBANA, conceito este que assenta na prevenção do risco no planeamento urbano, da mitigação do risco nas intervenções durante catástrofes e eventos extremos e da regeneração dos sistemas urbanos. Trata-se de um conceito extremamente actual, poderoso e politicamente oportuno. A sua visão é contagiosa e geradora de consensos.
C40 Climate Leadership Groupin Zachary Tofiaksen esitys Cities Acting Together on Climate Change Sitran kaupunkeihin uutta voimaa resurssiviisaudesta -tilaisuudessa 2.6.2015
What is the role of THEORY in Urbanism?Roberto Rocco
This is a presentation prepared for the course Methodology for Urbanism (Ar2U090) of the the TU Delft, Faculty of Architecture. In this presentation we discuss what is theory and why we need theories in Urbanism.
The multiple nuclei model is an economical model created by Chauncy Harris and Edward Ullman in the 1945 article "The Nature of Cities". The Model. The model describes the layout of a city, based on Chicago. It says that even though a city may have ...
multiple nuclei model example
harris ullman multiple nuclei model
advantages of multiple nuclei model
multiple nuclei model explained
multiple nuclei model example city
los angeles multiple nuclei model
describe the multiple nuclei model of cities
multiple nuclei model strengths
multiple nuclei model example
multiple nuclei model definition
multiple nuclei model example city
multiple nuclei model explained
multiple nuclei model strengths
advantages of multiple nuclei model
nuclei model
multiple nuclei model criticisms
Lecture (second of three parts) for the 2018 UP Plano Board Exam Review Sessions; content credited to The City Reader (2016) and my Plan 201 learnings.
O Prof. Timothy Beatley trabalha com o conceito da RESILIÊNCIA URBANA, conceito este que assenta na prevenção do risco no planeamento urbano, da mitigação do risco nas intervenções durante catástrofes e eventos extremos e da regeneração dos sistemas urbanos. Trata-se de um conceito extremamente actual, poderoso e politicamente oportuno. A sua visão é contagiosa e geradora de consensos.
C40 Climate Leadership Groupin Zachary Tofiaksen esitys Cities Acting Together on Climate Change Sitran kaupunkeihin uutta voimaa resurssiviisaudesta -tilaisuudessa 2.6.2015
What is the role of THEORY in Urbanism?Roberto Rocco
This is a presentation prepared for the course Methodology for Urbanism (Ar2U090) of the the TU Delft, Faculty of Architecture. In this presentation we discuss what is theory and why we need theories in Urbanism.
The multiple nuclei model is an economical model created by Chauncy Harris and Edward Ullman in the 1945 article "The Nature of Cities". The Model. The model describes the layout of a city, based on Chicago. It says that even though a city may have ...
multiple nuclei model example
harris ullman multiple nuclei model
advantages of multiple nuclei model
multiple nuclei model explained
multiple nuclei model example city
los angeles multiple nuclei model
describe the multiple nuclei model of cities
multiple nuclei model strengths
multiple nuclei model example
multiple nuclei model definition
multiple nuclei model example city
multiple nuclei model explained
multiple nuclei model strengths
advantages of multiple nuclei model
nuclei model
multiple nuclei model criticisms
Lecture (second of three parts) for the 2018 UP Plano Board Exam Review Sessions; content credited to The City Reader (2016) and my Plan 201 learnings.
A conceptual look at globalization emphasizing different levels of developments across scales (developed-developing) of urban development. Emphasis on modern reflexivity and the reflexive character of contemporary neoliberal development.
What is Urbanism at TU Delft ? (v. 2016)Roberto Rocco
This is a presentation where I introduce basic ideas on what is Urbanism at TU Delft and how it is taught. This presentation cannot be seen as the official view of the university on the subject. It is my interpretation of the course and reflects my understanding of the integration of the human sciences, the physical sciences and most particularly DESIGN in the course given at TU Delft. In this presentation, I take special care of explaining what are "objectives" of urbanism, so as to give prospective students a good notion of the tasks ahead.
A presentation guide to develop a Comprehensive Development Plan. I created this guide and presented by our Heads to members of the City Development Council
This presentation is a follow-up to the presentation entitled "Migration". It is aimed at lower school students and is inadequate for students preparing for major examinations. It looks at what urbanization is and what causes it.
Born in Berlin on March 1, 1858 Germany.
Received his PHD from the university of Berlin
German Sociologist, Author, and philosopher. Best known as a micro sociologist
Close acquaintance of Max Weber (1864-1920).
Despite being a popular lecturer and being supported by Weber, he was consider an outsider academically.
Only in 1914 did Simmel obtain a regular academic appointment, and this appointment was in Strasbourg, far from Berlin
Died on September 28, 1918.
What is a City”Architectural Record (1937)Lewis Mumfor.docxphilipnelson29183
“What is a City?”
Architectural Record (1937)
Lewis Mumford
Editors’ Introduction
Lewis Mumford (1895–1990) has been called the United States’ last great public intellectual – that is, a scholar
not based in academia who writes for an educated popular audience. Beginning with the publication of his first
book The Story of Utopias in 1922 and continuing throughout a career that saw the publication of some twenty-
five influential volumes, Mumford made signal contributions to social philosophy, American literary and cultural
history, the history of technology and, preeminently, the history of cities and urban planning practice.
Born in Brooklyn and coming of age at a time when the modern city was reaching a new peak in the history of
urban civilization, Mumford saw the urban experience as an essential component in the development of human
culture and the human personality. He consistently argued that the physical design of cities and their economic
functions were secondary to their relationship to the natural environment and to the spiritual values of human
community. Mumford applied these principles to his architectural criticism for The New Yorker magazine and his
work with the Regional Planning Association of America in the 1920s and 1930s, his campaign against plans to
build a highway through Washington Square in New York’s Greenwich Village in the 1950s, and his lifelong
championing of the environmental theories of Patrick Geddes and the Garden City ideals of Ebenezer Howard.
In “What is a City?” – the text of a 1937 talk to an audience of urban planners – Mumford lays out his fundamental
propositions about city planning and the human potential, both individual and social, of urban life. The city, he writes,
is “a theater of social action,” and everything else – art, politics, education, commerce – serve only to make the
“social drama . . . more richly significant, as a stage-set, well-designed, intensifies and underlines the gestures of
the actors and the action of the play.” The city as a form of social drama expressed as much in daily life as in
revolutionary moments – it was a theme and an image to which Mumford would return over and over again. In The
Culture of Cities of 1938, he rhapsodized about the artist Albrecht Dürer witnessing a religious procession in
Antwerp in 1519 that was a dramatic performance “where the spectators were also communicants.” And in “The
Urban Drama” from The City in History of 1961, he reflected on the ways that the social life of the ancient city
established a kind of dramatic dialogue “in which common life itself takes on the features of a drama, heightened
by every device of costume and scenery, for the setting itself magnifies the voice and increases the apparent
stature of the actors.” Mumford was quick to point out that the earliest urban dialogue was really a one-way
“monologue of power” from the king to his cowering subjects. Such an absence of true dialogue, he wrote, was
“bound to have a fat.
“…functionality is the ability to become integrated into an overall scheme. An objects functionality is the very thing that enables it to transcend its main ‘function’ in the direction of a secondary one, to play a part, to become a combining element, an adjustable item, within a universe of signs.”
from the System of Objects by Jean Baudrillard 1968
This seminar course will have two parts, one practical and one theoretical. Throughout the course we will question the artificial opposition between theory and practice and seek to critically engage with the discipline of architecture through both. The practical part will be to make very precise and detailed drawings of public space, based on field studies and careful first hand observations, design, materials as well as behaviors and traces of everyday use will hopefully provide us with in depth knowledge of urban spaces throughout the region of Stockholm. These drawings and observations then becomes records for a larger discussions of the history, present and future of public space. As a support for our discussions there will be a series of film screenings, text seminars and invited speakers. The outcome, drawings and discussions, will be put together and hopefully also published or shown in an exhibition.
The article is a sociological study of the growth of the Chicago and describes about city`s processes of expansion, metabolism, and mobility.
Expansion as physical growth Expansion as a process Social organization and disorganization as the process of metabolism Mobility as the pulse of the community
SOCIAL SCIENCE SS ELECTIVE 6 Cities and SocietiesJollibethGante
PART II: GLOBALIZATION AND ITS IMPACT ON CITIES
Overview of Global Cities – Saskia Sassen
The Urban-Rural Interface and Migration – Alan Gilbert and Josef Gugler
Community, Ethnicity, and Urban Sociology – Jan Lin
The New Urban Reality – Roger Waldinger
The Return of the Sweatshop – Edna Bonacich and Richard P. Appelbaum
The sociology of the life course 6 later life with emphasis on vietnam and t...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 5- Mature Adulthood and the Demographic Tran...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 4- Young Adulthood and the Demographic Trans...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 2- childhoodbrunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 1 - An introduction to the sociology of agei...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
Migration, Globalization and Demographic Changebrunogiegerich
Sociology of Migration, Globalization and Demographic Change: International movement of people in a globalizing world
Possible accompaniment to the superb 'Sociology' Giddens and Sutton (2013) (left) Chapter 16, with an extensive assortment of additional accompanying resources
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Cities and Urban Life: Globalization and the Modern Metropolis. (Urbanization)
1. Cities and
Urban Life:
Globalization and the
Modern Metropolis
Accompaniment
to the superb
Giddens and
Sutton (2013)
(left) Chapter 6,
with an
assortment of
additional
accompanying
resources
3. .
(Top left) The
straight,
organized
boulevards of the
modern
metropolis
(Below) The
Parisian arcades:
the world’s first
‘shopping malls’
displaying
consumer goods
from around
France’s
colonized world
In the 18th century, Paris was
home to between 500,000 and 1
million people.
It was, to most visitors,
“shocking” in size; to many
“wondrous and beautiful”, for
others “the worst kind of hell.”
(G&S2013: 205)
4. .
• .
New York City:
A major hub for international diplomacy,
Fundamental to global popular culture,
Melting-pot (or “salad bowl” ) of global ethnicities
5. .
Crucially, NYC is home
to Wall Street- the
“command centre” of
the global, free-market
economy
6. .
Tokyo:
The most populous, and biggest, metropolis in the world; a megalopolis of epic
proportions,
Home to the world’s 2nd-largest stock exchange,
A “major cultural centre with many museums, art galleries and festivals”
7. How does 18th century Paris compare to
the modern “mega city”?
8. .
By 21st century standards, 18th century Paris was
unremarkable; comparable to Dublin (Ireland),
Turin (Italy) and Danang (Vietnam)- all
of which have around 1million inhabitants
9. .Tokyo, by contrast, has somewhere
between 35 and 39 million
people, depending on the definition of city
boundaries
Today, there are 24 megacities; 12 of
which have more than 20million, with two (Tokyo
and Guangzhou) already over 30million
10. .
Please refer to the excellent “Rise of the Megacities”
Guardian interactive resource:
http://www.theguardian.com/global-
development/interactive/2012/oct/04/rise-of-megacities-
interactive
12. .
G&S (2013): “Large cities
provide unrivalled
work
opportunities and
cultural
experiences and
yet…many find them
lonelyand
unfriendlyplaces.”
13. .
Urban life is at once intensely social, and hopelessly anonymous
Unlike those of rural, agrarian societies (across time and space), urban dwellers frequently
interact with strangers, or vague acquaintances
14. .
G&S (2013): “In a city or town, think about the number of times
you interact everyday with people you
do not know…”
15. .
“…the list might include the bus
driver, shop workers, students and
even people with whom you
exchange
‘pleasantries’ with
on the street.”
16. Urban Studies:
The study of the metropolis’ development; and the lifestyles and personality
type that characterizes modern cities
Urbanization and urbanism are synonymous with modernity, and as such were as hotly
debated by the classical social theorists as they are today.
A&G (2013): “A useful way of evaluating urban theories is to assess the way they handle
the ‘four Cs of urban experience’:
1- culture (the built environment, belief systems, cultural production)
2- consumption (of public and private goods and services)
3- conflict (over resources and development plans
4- community (the social life and make-up of populations)”
17. The “metropolis” in classical social theory
• ‘metropolis’ (n) = mother city (Latin) applies to all ‘central hub’ cities of
sizes variant according to the time in history (unlike the term ‘mega city’, or
‘megalopolis’ , which is widely used for cities strictly over 10 million)
• Hence the “metropolis sociology” of theorists writing centuries ago is still
relevant despite the huge differences in size; the metropolis
still performs similar functions
Metropolis=
mētēr
(mother)
+ polis (city)
19. Gemeinschaft
“Community bonds”
• gemeinschaft= the pre-modern, rural/agrarian way of life; strong
community ties
• very personal and often lifelong relationships between
neighbors/community members
• “Sense of duty and commitment” between them
Tonnies grew up in rural Germany,
and moved to the city as a young adult
20. Gesselschaft
“Associational bonds”
• The modern, metropolitan way of life
• People bonding through “association”; which was often “short-
lived, transitory and instrumental” (A&G 2013)
• As interactionists like Goffman have shown, urbanism presents a
complex minefield of often short, but nonetheless crucial,
encounters;
21. .
• Ties based on short-term circumstance rather than the
deep, holistic bonds of the rural way of life
• Modern urbanites could not depend on each other in the
same way as rural folk; and relationships are means-t0-
ends rather than pure and holistic
Activity:
Tonnies’ theory is similar to Durkheim’s
notion of mechanical and _______
similarity, and Parsons’ ________
variables’. Please revise these and note
the links between the theories.
22. Georg Simmel (1903):
The Metropolis and Mental Life
• Tonnies, Durkheim and Weber described the effects of
the metropolis on society; but what about the
individual?
• Simmel is unique among the “founding fathers” in his more- “socio-
psychological” approach, which later resonated in the work of Erving
Goffman
See Classic Studies 6.1
Page 207
23. .
• Simmel held that the rapid pace of city life, with it’s
bombardment of “external stimuli” produced a
strange effect on the individual
• These “external stimuli” included buildings,
monuments, art, consumer goods and other
people
24. .• Metropolitan individuals develop a
“blasé attitude”
• they are disinterested and bored despite what –in
cities like Berlin, London and Paris- was the
pinnacle of human advancement
• Individuals “distance themselves
from each other emotionally
and physically”; leading to what could be
seen as coldness, unfriendliness or impersonality
25. .• Simmel held that this attitude had an ancient, evolutionary cause; it
was a natural need for an individual to :
“…preserve the autonomyand individuality of his
existence” in the face of what –for both “primitive” and “modern”
individuals were often overwhelming circumstances
- In other words, the battle to preserve oneself and not be
dominated or swallowed up by one’s environment
Full text:
http://www.altruists.org/static/files/the%20metropolis%20and%20mental%20life%20(
georg%20simmel).htm
26. The Chicago School and the metropolis
• 1920s-1940s: theorists of the University of Chicago e.g.
Robert Park and Louis Wirth are very influential still
today
• Two key areas: (i) urban ecology
(ii) urbanism
• (i) Urban ecology: ecology is a physical
science of the adaptation of biological organisms to their
environment
• In nature, organisms form systems and equilibriums
• The Chicago School studied the metropolis in these terms;
how they appear, grow, and operate
27. .
• For example, cities appear and develop initially based on
natural resources e.g. water, fertile soil, or man-made resources
like railways or trade routes
• Within the metropolis, biological notions of
competition, invasion and
succession apply as cities become ordered into zones
based on individuals and families’ adaptation to the social and
economic (i.e. natural) system
28. .
• Robert Park (1952):
“a city is … a great sorting mechanism
which (automatically, naturally) selects out of
the population as a whole individuals
best suited to live in a particular
region or milieu”
Cities tend to form rings, and within
these rings class-based
segments
29. .
• e.g. in the late-modern city centre
are big-business
headquarters and stores, and older
private homes;
• further out are larger
residential neighborhoods
for working classes and less
“important” commercial properties;
• and even further out are
“suburbs” mainly for
middle-classeswhich
typically have less commercial
properties nearby
30. .(ii) Urbanism the study of the urban way of
life
• The same tradition as Weber,
Simmeland Tonniespreviously
• Louis Wirth (1938): again, urban life features
more fleeting, short-term,
associational, contacts: he called
these “secondary” rather than the “primary”
ones that dominate rural life
31. .
• City life is much more
“fast-paced”
• G&S(2013):
“Competition
prevails over cooperation and
social relationships appear flimsy
and brittle”
32. .
• ‘urbanism’ begins in the city, but is a general form of
modern social existence spreads somewhat
to the countryside also as more and more rural
people visit the city and have friends and kin there
• Wirth (1938) did however find some positives: cities were places
of increased tolerance, diversity, choice
and progress
Activity
using examples from your home
city, provide some real-life
examples of Wirth (1938),
Simmel (1903) or Tonnies
(1897)s’ points
33. .
Criticisms of the
pessimism of Wirth (1938),
Simmel (1903) and Tonnies
(1897):
- Their urbanism is that only of their
home countriese.g. Germany
and the USA; it doesn’t necessarily apply to
the metropolis of the
contemporary
developing world e.g.
Sri Lanka, Vietnam
34. .
- The impersonality and lack of
community may have been very
exaggerated:
communities do exist
within the metropolis, and many
people make many more
“real” friendships there
than they would in the countryside
- Urban life presents opportunity for
membership of a plethora of
clubsand associations
Activity
(a) using examples
from your home
city, provide
some real-life
examples of
these criticisms
(b) Think of one
more criticism
e.g. regarding
the fast pace of
life