u30024 module handbook 2013–14

School of Architecture Faculty of Technology, Design and Environment

Cities, Culture and Society

Module Handbook Semester 1, 2013-14

Publication date: 19/09/2013

Module number:

U30024

U30024 Cities, Culture and Society 12/13

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The content of this module endeavours to deliver a teaching and learning experience which reflects the University’s regulations and the School of Built Environment’s commitment to meeting the requirements of the relevant / various legislations and codes of practice and offers inclusive opportunities to all appropriately qualified students. If you have any difficulty in accessing the information contained in this document, please let us know by emailing the module leader Nick Beech at the following address: [email protected] The details in the handbook were correct at the time of going to press. However, the Department cannot guarantee that minor details of the actual programme delivery won’t differ slightly from those stated in this handbook.


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1. Module Introduction/Rationale: 4 2. The Learning Experience 5

2.1: The Lecture Programme 5 2.2: Student-led and Tutored Seminars 5 2.3: Group-work research for the Edited Book Coursework assignment 5 Recap and Example 5

3. The Timetable 7 Seminar Timetable 8

4. The Seminar Programme 9 5. The Assignments 10

5.1: The Edited Book Presentation [10% overall mark] 10 and 10 5.2: The Edited Book Design and Editorial [20% overall mark] 10 5.3 Edited Book Individual Chapters [70% overall mark] 12 Coursework submission 13

Submissions checklist: 14 6. Learning outcomes 15

Knowledge and Understanding 15 Disciplinary/Professional Skills 15 Transferrable skills 15

7. Student Feedback and Development of the Module 16 Purpose and Mechanism for Student Feedback 16 Previous Student Feedback and Recommendations 16 Other Developments in the Module 16

8. Reading Material 17 Week 2: Urban Visions 17 Week 3: Urban Matter 17 Week 4: Urban Cultures 18 Week 5: The Political City 19 Week 6: Urban Conflicts 19

General Reading List 20!


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1. Module Introduction/Rationale: U30024, Cities, Culture and Society builds on many of the ideas and problems introduced in the first year module Architecture and Society (U30006).* However, where that module introduced the culture of architecture in broad terms, Cities, Culture and Society is specifically concerned with architecture in the context of the ‘city’ or ‘urban’.

U30024 does not provide a historical or global survey of cities (for such surveys, see the ‘General Reading’ list) but concentrates on nineteenth and twentieth century responses to and depictions of urban conditions. The module presents ways of thinking about the city and ways of representing the city derived from work broadly understood as ‘urban research’ encompassing the disciplines of architecture, planning, geography, anthropology, sociology, cultural studies, and the visual and performing arts.

These approaches will be presented to students through a series of lectures, delivered by researchers and practitioners. Students will also engage in a series of seminars – tutored and self-directed – based on set readings. Students will be expected to begin establishing a critical relationship to this material, through discussion, debate and use of the ideas in a study of empirical urban conditions in either Oxford or London. (For further details, see the ‘Learning Experience’ and ‘Timetable’ sections below).

By the end of the module, students should have a basic understanding of the core issues at stake in urban research and the implications of these for architectural production, and should be able to identify potential theoretical frameworks for understanding those issues.

*U30006 is a prerequisite module for U30024. If you have not completed U30006 please contact the Module Leader, Dr Nick Beech.


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2. The Learning Experience U30024 is delivered in three modes: 1) a lecture programme; 2) a series of student-led and tutored seminars; 3) group-work research for the Edited Book coursework assignment.

2.1: The Lecture Programme The lecture programme is designed to introduce students to the central issues and problems of urban research from a wide range of different disciplines. The module leader will provide short overviews of topics and themes, whilst experts in a number of research and practice areas will provide focused accounts of the problems they face and their approach to dealing with these problems. The lecture programme runs from Week 1 to Week 7. All students are required to attend, and will be expected to analyse and synthesise the diverse perspectives presented to them.

For full details, see the ‘Timetable’ section below.

2.2: Student-led and Tutored Seminars A key learning outcome for this module is that students will have established their own critical position in relation to the material presented and will have considered and engaged with a variety of concepts and theories that aid in the analysis of architecture in the context of cities and urban environments. To that end, and in support of the lecture material, students will be assigned to one of eight smaller Reading Groups of c.15 individuals in Week 1. These Reading Groups are expected to meet once a week, from Week 2 to Week 6 (see the ‘Timetable’ below) for five seminars. In these seminars students will discuss set texts that they will have read beforehand. Two of the five seminars will be supported by a tutor who will chair that week’s discussion.

For full details of how the seminars are organised and run, see ‘The Seminar Programme’ below.

2.3: Group-work research for the Edited Book Coursework assignment Each of the eight Reading Groups will be further divided in three to make Edited Book research groups of c.5 students. These will be assigned, with the Reading Groups, in Week 1. Throughout the module, research groups will engage in study and research for their coursework assignments: The Edited Book Presentation and The Edited Book Design and Editorial. By Week 6 the research groups should have decided on a particular theme that they are interested in researching, and decided on a location in Oxford or London that they will research. In Week 8, the research groups will present an account of their chosen theme and location, and a specific focus for their coursework. From Week 8–Week 10 students will work on their own essay, and continue to collaborate with their research group, to produce an ‘Edited Book’.

For full details of the coursework requirements see ‘The Assignments’ section below.

Recap and Example All students will attend the lecture programme from Week 1–Week 6. In Reading Groups, students will attend student-led and tutor supported seminars from Week 2–Week 6. In


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research groups, students will identify: a specific theme, a location in Oxford or London to study, and a focus for that research. This research and study will run from Week 1–Week 10.

An example:

Student ‘Joanna’

Joanna attended all lectures from Week 1–6. At the introductory lecture in Week 1, Joanna was assigned to Research Group A, with 4 other students. Research Group A, Research Group B, and Research Group C were assigned to Reading Group 1. Her seminar timetable looked like this:

Week 2: Tutor supported seminar ‘Urban Visions’

Week 3: Student-led seminar ‘Urban Matter’

Week 4: Tutor supported seminar ‘Urban Culture’

Week 5: Student-led seminar ‘Urban Politics’

Week 6: Student-led seminar ‘Urban Conflict’

In Week 4, Joanna’s Research Group decided that they wanted to focus on ‘Urban Visions’. For the next week they individually and collectively considered possible locations in Oxford and London to research this theme. The Research Group used the formative feedback provided during the seminars by peers and tutors to develop their ideas for the coursework. By Week 8, they had decided to focus on a particular issue, and located a part of residential London that had been planned according to street ‘vistas’ and ‘landscapes’. Joanna was interested in street layout, whilst the other students in her group explored issues including lighting, iconic buildings, arrangement of buildings according to projected class status, transformation of buildings by migrants to the area, and a set of documents that showed that the original architect/planner had a far larger project in mind than was ever realised. They presented these ideas in Week 8, and after that presentation went on to produce an ‘Edited Book’ for submission in Week 10.


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3. The Timetable Week Date Time Place Event Staff

1 Tue 24 Sep

2.00 – 2.45pm 2.45 – 3.30pm

W/LT Module Introduction

Reading and Research groups assigned Nick Beech Nick Beech

2 Tue 1 Oct

2.00 – 2.45pm 2.45 – 3.30pm 4:00 – 5.00pm

W/LT

Urban Fictions Nomos of the Earth

SEMINAR: Urban Visions (Studio Corners 2, 7, 8, 9 and Int. Arch.)

Igea Troiani Kathleen O’Donnel NB, CG, AH, TC, AP** and Student Led

3 Tue 8 Oct

2.00 – 2.45pm 2.45 – 3.30pm 4:00 – 5.00pm

W/LT

SuperCities tbc

SEMINAR: Urban Matter (Studio Corners 2, 7, 8, 9 and Int. Arch.)

Ricardo Assis Rossa Christina Godiksen NB, CG, AH, TC, AP and Student Led

4 Tue 15 Oct

2.00 – 2.45pm 2.45 – 3.30pm 4:00 – 5.00pm

W/LT

By Communities for Communities Urban Culture

SEMINAR: Urban Culture (Studio Corners 2, 7, 8, 9 and Int. Arch.)

Charles Parrack Nick Beech NB, CG, AH, TC, AP and Student Led

5 Tue 22 Oct

2.00 – 2.45pm 2.45 – 3.30pm 4:00 – 5.00pm

W/LT

Vulnerability, Exclusion and the Form of Cities Processes of Gentrification

SEMINAR: Urban Politics (Studio Corners 2, 7, 8, 9 and Int. Arch.)

Nabeel Hamdi Aylin Orbisal NB, CG, AH, TC, AP and Student Led

6 Tue 29 Oct

2.00 – 3.00pm 3.00 – 3.45pm 4.00 – 5.00pm

W/LT

Crime and Control Accessible Architecture

SEMINAR: Urban Conflict

Byron Mikellides Byron Mikellides Student Led

7 Tue 5 Nov

2.00 – 2.45pm 2.45 – 3.30pm 3.30 – 4.15pm 4.15 – 5.00pm

W/LT

Reclaiming Public Space in the City Cultural Collisions Another Architecture Preparing your Edited Book Presentation

Tonia Carless Matt Gaskin Harriet Harris Nick Beech

8 Tue 12 Nov

1.00 – 5.00pm TBC EDITED BOOK PRESENTATION

Nick Beech Tonia Carless Matt Gaskin Harriet Harris

9 Tue 19 Nov

Groups to arrange Individual Chapter/Edited Book Design (self-

directed)

10 Tue 26 Nov

Groups to arrange Individual Chapter/Edited Book Design (self-

directed)

11 Fri 6 Dec

Before 10am ONLY EDITED BOOK + EDITED BOOK CHAPTERS

hand in DEADLINE

Submission to Drop Box on the bridge outside AB221

5 Thu 23 Jan

After 10am Collect submissions and feedback (AB317)

*Individual Lectures are subject to change **Nick Beech (NB); Christina Godiksen (CG); Angela Hatherell (AH); Tonia Carless (TC).


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Seminar Timetable All Tutor Supported Seminars will run on Tuesday afternoons, between 4pm and 5pm.

It is up to students to organise when and where to meet for the student-led seminars.

Reading Group

Week 2 Urban Visions

Week 3 Urban Matter

Week 4 Urban Culture

Week 5 Urban Politics

Week 6 Urban Conflict

A Nick Beech Studio Corner 2

Student Led Nick Beech Studio Corner 2

Student Led Student Led

B Student Led Nick Beech Studio Corner 2

Student Led Nick Beech Studio Corner 2

Student Led

C Christina Godiksen Studio Corner 7

Student Led Christina Godiksen Studio Corner 7


D Student Led Christina Godiksen Studio Corner 7

Student Led Christina Godiksen Studio Corner 7

Student Led

E Angela Hatherell Studio Corner 8

Student Led Angela Hatherell Studio Corner 8


F Student Led Angela Hatherell Studio Corner 8

Student Led Angela Hatherell Studio Corner 8

Student Led

G Tonia Carless Studio Corner 9

Student Led Tonia Carless Studio Corner 9


H Student Led Tonia Carless Studio Corner 9

Student Led Tonia Carless Studio Corner 9

Student Led

I Andrea Placidi Interior Arch. Studio

Student Led Andrea Placidi Interior Arch. Studio

Student Ld Student Led


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4. The Seminar Programme

Each week, students will be required to read three set texts, as provided on the U30024 moodle site. For details of the texts, see the ‘Reading’ section below. At the seminar, students are required to discuss these set texts. To help the discussion, a series of text related questions are provided.

These questions will be provided through moodle along with the set texts, or can be found in the ‘Reading’ section below.

As well as discussing the text related questions, students should use the seminars to discuss the following general issues:

1. Who is the author? When did they write the text? What other work have they written? Why have they written this text? What is it for?

2. What is/are the main argument/s of the text? What are the key words used by the author? Are those key words concepts, categories, or are they largely descriptive?

3. How to do the texts relate to one another? Do they make the same, similar, or distinct arguments? Do they share key words? If they do share key words, do they agree on the meaning of those? Are they written at similar or different times/periods? Does one text interpret or critique another?

4. Having read the text, how would you summarise it? What do you think are the most interesting parts (arguments, concepts, models, or analyses for example) of the text? Did you enjoy it, or not? In your view is it well written or badly written? Did you find it difficult or easy? How have you interpreted the meaning of the text? Has it changed your views?

5. Can you relate the text to your own experiences? Can you identify a location in Oxford or London that would be relevant for the text? If you were planning a research topic related to the ‘theme’ this text is presented in, how would the text prove useful? How could the text relate to other ‘themes’ in the seminar programme? If you were to explore the ideas presented in the text further, what kind of research would you do? What kind of things would you look at: existing buildings, architectural drawings, photographs, or something else?

At the end of the seminar, students must complete a Reading Group Feedback sheet (see the end of this module handbook – Reading Group Feedback sheets will also be provided through moodle). The feedback sheets include a set of assessment criteria that should be marked out of 5. There is also space for additional comments. The feedback sheets should be photocopied and one copy returned to the module leader Nick Beech at the following week’s lecture. Tutors will submit the same feedback sheets for those seminars that they support. It is important that students and tutors use the feedback sheets to provide formative feedback on how the reading group is progressing and how the research groups are progressing.


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5. The Assignments U30024 is entirely assessed through coursework. Students will work in research groups to produce a piece of group work, which will contain individual work. The weighting of assessment is as follows.

Assessment Weighting : 100% coursework

5.1 The Edited Book Presentation : 10%

5.2 The Edited Book Design and Editorial : 20%

5.3 Edited Book Individual Chapter : 70%

It should be clear that whilst the heavier weighting is for individual work (5.3), a significant percentage of the assessment weighting is for group work (5.1 and 5.2) – this means that students will be required to work successfully together. If there are any concerns at any point about the progress of group work, students should contact the module leader Dr Nick Beech.

5.1: The Edited Book Presentation [10% overall mark]

and

5.2: The Edited Book Design and Editorial [20% overall mark]

In Week 1 you will be required to form a research group of five (possibly six) members. The research group will be self-selecting. Research groups will then be gathered to form study groups. Working in a group is a skill in itself. Difficulties and disagreements often arise yet just as often these can be resolved. It is important that all members of reading and research groups participate equally. If this does not occur or should you experience difficulties within your group, please let the module leader know. Use the seminars and the formative feedback sheets for seminars to indicate problems and successes in the working of your reading and research groups. Please note: once reading and research groups are established they cannot be changed.

The research group will produce an Edited Book. An Edited Book is a type of book the focus, structure, content and format of which is collaboratively written and designed, but whose chapters are written by individuals. There are many examples of these kinds of books in academia and more broadly in architectural design. In academic and professional research Edited Books are usually formulated and proposed by a core group of editors, who often develop a series of symposia and conferences to bring together a number of researchers who provide distinct papers. It is the role of the editors to provide an overview and summary of the aim and objectives of the Edited Book and the individual chapters.

Oxford and London and the Edited Book

Each Edited Book should include evidence taken from research on a real architectural, city, or urban location, related to the focus that the research group has identified. It is recommended that this is somewhere in either Oxford or London. Research groups will visit a site, and collect visual and documentary evidence that can be used to illustrate their Edited Book. Research Groups must ensure that they are responsible and considered in their investigations, both in


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terms of the safety of group members and in respect of residents in Oxford or London. If students have any concerns about visiting Oxford or London, please contact the module leader beforehand.

Edited Book Presentations: Week 8 Tuesday 12 November 2012 1pm–5pm

In Week 8 research groups will present an overview of their Edited Book. These presentations will be assessed by tutors. Summative feedback on the aim, focus, choice of location for research, and summary of the Edited Book will be provided. Each presentation should be no more than 20 minutes long. All members of the group are required to participate. Your presentation should be conducted as a slide show (in PDF format only) and a CD containing a PDF of the presentation should be submitted to the assessing tutor.

All presentations must meet the following criteria:

— A clear statement of intention regarding your theme and focus

— Evidence from lectures, of theories, concepts, precedents and problems that have

contributed to the development of the focus of your Edited Book

— A description of how and why you developed your approach to the Edited Book

— Edited Book front cover, title and subheading

— Contents page including individual chapter headings with short descriptions

— An account of the location in Oxford or London that you will use for the Edited Book

— A visually engaging, graphically consistent and well formatted presentation

— A bibliography

It is important that you meet all the above criteria. This is because the content of the presentations are designed to furnish you with the requisite elements of your editorial, which will be included in the final submission.

See the ‘Assessment Criteria’ for the Summative Feedback of the Edited Book presentation which sets out the key requirements for the Presentation in Week 8.

The Edited Book: Editorial and Design

For the final coursework submission will be assessed on the quality of the overall and the quality of the editorial. The editorial should be a written, finalised development of the material provided in the Presentation in Week 8, refined and adjusted according to the feedback given. It must include a summary of the theme and focus for the Edited Book as a whole, and include summaries of the individual chapters. Assessment criteria for the editorial are provided in the marking grid of the Edited Book and Individual Chapter Assessment Form.

See the ‘Assessment Criteria’ section for further details.

The design of the Edited Book will also be assessed. The cover, binding, page mechanism, typography, layout, and colour/tone mix, are all to be considered by the research group. Groups should think carefully throughout about what kind of document they are producing – how the format will contribute to the reading of the main arguments in the Edited Book. Research groups should not restrict themselves to an idea of the ‘academic tome’ – some of the most successful


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Edited Books in the past have included newspapers, guide-books, ‘maps’, post-cards and many other unexpected formats. However, the document needs to be carefully planned and organised, creative but readable, and be relevant and supportive of the core theme and focus of the Edited Book. Research Groups are encouraged to think radically about the format – but also to think considerately of the reader (!)

The final Edited Book should be of a highly polished graphic and editorial standard and must demonstrate a carefully considered approach to integrating visual images and research material. Research groups should consult graphic design publications in the library and favourite architectural books and journals for ideas.

Each Edited Book should be organised as follows:

1. Cover page:

— The student group number, names of the students in your group and student numbers

— The title i.e.: XXXXXXX (theme); XXXXX (sub-heading) and at the foot of the page, ‘An

Architectural Edited Book.’

— U30024 December 2012

— Contents page- listing editorial overview, chapters, bibliography and associated page

numbers

2. Editorial Page:

— Maximum of 1000 words that identifies the original rationale for the prime focus and

references each chapter in turn.

— An editorial specific bibliography. Use of Harvard referencing.

3. Individual chapters (2500 words each):

— Each chapter should have a title sheet which includes the name of the chapter and the

name of ‘student contributor’ and student number and a short ‘abstract’ (a summary of the

chapter content) max 75 words.

— Each individual chapter should contain its own bibliography and use Harvard referencing.

5.3 Edited Book Individual Chapters [70% overall mark]

Each Edited Book will contain five or six chapters to be written individually. However students will need to work together to determine the focus of each chapter so that each relates clearly to the overall focus of the Edited Book presented in the editorial.

Each student is required to produce an individual chapter for the Edited Book of approximately 2500 words. The chapter title and focus should be developed and agreed within the research group, and should be distinct from other chapters and cover a specific issue in some detail. Each chapter should read well independently of the Edited Book. As with any cultural context essay, it should be clearly written, convincingly argued, well structured and rigorously substantiated and referenced – all of these elements will be assessed. Each individual chapter


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will also be assessed on the use of pertinence of images that are clearly linked to the text. The formatting – including graphics and image annotations – should be consistent with the rest of the Edited Book.

Chapters should not be a list of facts, but should instead allow the reader a deeper insight into one aspect of the Edited Book’s focus. There are a number of ways students might approach this exercise. Students should explore academic journals, such as AA Files, arq or Perspecta, to see a variety of approaches to case studies, theoretical discussions, arguments, and interviews. Students should remember that they are expected to interpret and analyse any material referred to in their chapter – simply describing the ideas of others without analysis and application will not be enough.

Referencing

Each chapter will be fully referenced and include its own, separate bibliography. All source material must be acknowledged. This includes annotations to images – a format for which will need to be consistent throughout the Edited Book. It is essential that you reference your chapter using the Brookes Harvard referencing system. A copy of the basic system is provided at the end of this module handbook. Omitting to use the Harvard referencing system will result in a re-submission and a capped mark.

The University sets out regulations and guidelines for the marking of coursework for students with dyslexia or other specific learning difficulties. If you are registered dyslexic or have other specific learning difficulties you should submit the University Blue Card with your coursework (available form Student Services Reception, or contact the Faculty Student Support Co-ordinators Office, located on the third floor of Abercrombie).

Brookes Learning Compact

To help you grow and develop academically the University has created the Brookes Learning Compact. This document outlines the collective responsibilities and expectations of both staff and students with regards to feedback and assessment. More information is available via this link:

https://wiki.brookes.ac.uk/display/FTDEI/Getting+the+most+out+of+your+coursework

Coursework submission

Friday 6 December 2013 before 10am, Drop Box, on the bridge by room AB221

Submission guidelines

In addition to submitting a printed copy you are required to submit a digital version – on a CD (not memory sticks) – that is clearly labelled with the group names and the title of your Edited Book. It is preferred that you prepare a sleeve inside the printed Edited Book in order to keep the material together.

Please ensure you receive a submission slip. Late submissions will receive 0%. If for any reason you experience difficulties that impact on your abilities to complete the assignment,


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please contact the module leader in the first instance for advice. This will need to occur in advance of the submission deadline.

Submissions checklist:

o GROUP EDITED BOOK

o INDIVIDUAL CHAPTERS (2500 WORDS)

o CD containing PDF copy of Edited Book (Clearly labelled)

o Any required blue cards (MAKE SURE THESE ARE MARKED WITH THE RELEVANT INDIVIDUAL’S NAME)


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6. Learning outcomes

Knowledge and Understanding

Having completed this module successfully, students will be able to demonstrate:

Taught Practiced Assessed

i. Demonstrate awareness of the influences on the built environment and the planning of communities of the social, political, economic and environmental context and the agenda for sustainability

√ √ √

ii. Demonstrate awareness of the potential impacts of building projects on existing and proposed communities, needs and aspirations of users, and on the built and natural environment

√

√ √

iii. Demonstrate knowledge of a selection of histories and theories of urban design, history of ideas, and related disciplines of anthropology, geography, development studies, cultural studies and landscape studies

√

iv. Reflect upon and relate their ideas to the ideas and work of others

√

√

Disciplinary/Professional Skills

Having completed this module successfully, students will be able to:


i. Produce a clear, accurate, illustrated referenced paper. √

√ √

ii. To work in a team to produce a graphically and intellectually coherent pamphlet on a particular theme.

√

√

√

Transferrable skills

Having completed this module successfully, students will be able to demonstrate the following skills:


Self-management √ √

Learning skills √ √

Written Communication √ √ √

Team work √ √

Information technology √ √ √


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7. Student Feedback and Development of the Module

Purpose and Mechanism for Student Feedback You will be asked to submit feedback on the module as we near the end of Semester One. This feedback provides crucial information for the development of the module – its content, delivery, and forms of assessment. It is essential, therefore, that you provide as much critical (positive and negative) feedback based on your own experience, as you can. To do this, an anonymous electronic feedback form is available on the U30024 moodle site.

Previous Student Feedback and Recommendations Last year Cities, Culture and Society received very positive feedback on course content and delivery of material and students positively engaged and were enthusiastic about the module. However, students clearly expressed concerns about a lack of formative feedback and contact time with low scores on: detailed comments on work (50%); feedback helping to clarify (50%); and sufficient advice and support (59%).

To rectify this, a series of tutor supported seminars have been introduced, with a system of formative feedback that will include both peer and tutor assessment. Last year ‘journal notebooks’ were included as a coursework component, assessed at the same time as the final submission. This has now been removed, and replaced by summative assessment of the Edited Book Presentation. It is hoped that the inclusion of formal formative and summative assessment processes at the mid-stage of the module will improve student understanding of progress.

Other Developments in the Module Last year, research groups had to choose one ‘theme’ to research in Week 1. They were then assigned a large set of texts on that theme to read for the semester and their coursework submission was to reflect that study. This year, all student research groups will be expected to engage with literature from all five themes (though the number of set texts in each theme is significantly reduced). It will be up to each group to decide which theme they wish to engage with for the coursework submission. It is hoped that this will allow students to have a broader understanding of a wider range of issues.


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8. Reading Material

You will be provided with copies of all readings under the theme title. All the material under ‘Further Reading’ should be available in the library. Recommended titles are indicated with a *.

Week 2: Urban Visions

Hall, P. (2002). The City of Dreadful Night. Cities of Tomorrow: An intellectual history of urban planning and design in the twentieth century, Third Edition. Oxford: Blackwell, pp. 13–47. [711.409/HAL]

Howard, E. (1965). The Town-Country Magnet. Garden Cities of To-morrow. Ed. by Osborn, F. J. London: Faber and Faber, pp. 50–57. [711.4172/HOW]

Unwin, R. (1909). On Co-Operation in Site Planning, and How Common Enjoyment Benefits the Individual. Town Planning in Practice: An introduction to the art of designing cities and suburbs. London: Unwin, pp. 375–385. [711.4/UNW]

Tafuri, M. and Dal Co, F. (1986). Modern Architecture: Volume One, trans. by Robert Erich Wolf. London: Faber and Faber, pp. 14–33. [724.6/TAF]

Further Reading

Lynch, K. (1960). The Image of the City. Cambridge, MA: MIT Press.

Olmsted, F. L. (1971). Civilizing American Cities: A selection of Frederick Law Olmsted’s writings on city landscapes. Cambridge, MA: MIT Press.

Rossi, A. (1982). The Architecture of the City. Cambridge MA: MIT Press.*

Sitte, C. (1976). The Art of Building Cities: City building according to its artistic fundamentals. Ann Arbor, Mich.: University Microfilms.

Tafuri, M. (1976). Architecture and Utopia: Design and capitalist development. Cambridge, MA: MIT Press.

Questions to consider

What are the problems identified in the ‘City of Dreadful Night’, and what solutions were historically proposed?

What similarities are there between Unwin and Howard’s proposals? What differences? Think carefully about how certain values are attached to categories (such as ‘nature’).

Tafuri and Dal Co suggest that Howard and Unwin were not alone in proposing new plans for housing, cities and the countryside. What do Tafuri and Dal Co suggest is the reason for this? Given what they say – is it reasonable to think that Howard and Unwin could solve the problems they have identified?

Week 3: Urban Matter

Forty, A. (2012). Chapter Two: Natural or unnatural. Concrete and Culture: A material history. London: Reaktion, pp. 43–78. [721.0445/FOR]

Swyngedouw, E. (2011). Metabolic Urbanization: The making of cyborg cities. In Heynen, N., Kaika, M. and Swyngedouw, E. (eds) In the Nature of Cities: Urban political ecology and the politics of urban metabolism. London: Routledge, pp. 21–40.

Thomas, K. L. (ed.) (2007). Introduction: Architecture and material practice. Material Matters: Architecture and material practice. London: Routledge, pp. 1–12. [721.044/MAT]

Further Reading

Gandy, M. (2002). Concrete and Clay: Reworking nature in New York City. Cambridge: MA.


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Gissen, D. (2009). Subnature: Architecture’s other environments. New York: Princeton Architectural Press.

Latour, B., and Hermant, E. (2006). Paris: Invisible City. Available online at www.bruno-latour-fr/livers/viii_paris-city-gb.pdf (accessed 18 September 2013).*

Sassen, S. (2001).The Global City: New York, London, Tokyo, Second Edition. Princeton University Press: Princeton.*

Questions to consider:

a) In discussing a particular material – concrete – Adrian Forty suggests that there is a basic contradiction in how we understand it: it is both ‘natural’ and ‘un-natural’. Is this a problem caused by the specific qualities of the material, concrete; a problem caused by the way architecture handles materials; or a problem caused by the word ‘nature’ when used to qualify materials?

b) Kaika and Swyngedouw argue that processes of urbanization are also processes that transform ‘nature’ – but what is ‘nature’ in their account? Think of common-sense usage of the term (‘natural landscapes’, ‘natural condition’, ‘forces of nature’) and ask how these might be challenged, or fit into, their discussion.

c) Lloyd Thomas suggests a different category problem for architecture than that of ‘nature’. She asks – what is ‘material’ in architecture? Consider whether you agree with her arguments about the architectural drawing. What does her argument about ‘specification’ contribute to the discussion in Forty and/or the discussion in Kaika and Swyngedouw?

Week 4: Urban Cultures

Williams, R. (1988). Culture. Keywords: A vocabulary of culture and society, Revised and expanded edition. London: Fontana. pp. 87–93. [300.3/WIL]

King, A. (2004). Worlds in the City: From wonders of modern design to weapons of mass destruction. Spaces of Global Cultures: Architecture Urbanism Identity. London: Routledge, pp. 2–22. [720.103/KIN]

Fraser, M. and Kerr, J. (2000). Beyond the Empire of the Signs. In, Borden I. and Rendell, J. (eds). InterSections: Architectural histories and critical theories. London: Routledge, pp. 125–149. [720.1/INT]

Further Reading

Bhabha, H. K. (1994). The Location of Culture. London: Routledge.

Celik, Z. (1993). The Remaking of Istanbul: portrait of an Ottoman city in the nineteenth century. Berkeley: University of California Press.

Fraser, M. with Kerr, J. (2008). Architecture and the “Special Relationship”: The American influence on post-War British architecture. London: Routledge.

Hernandez, F. (2010). Bhabha for Architects. London: Routledge.*

Said, E. (1994). Culture and Imperialism. London: Vintage.


a) Williams demonstrates that ‘culture’, as a word, has had many different – and often contradictory – meanings. Does ‘culture’ still carry all these different meanings? Which of these meanings remain in use? Why do you think some of these meanings have been lost?

b) King provides both a brief history and a brief geography of a particular object: ‘the tallest building in the world’. As that object moves in time and place it comes to represent different things. What are these?


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c) Fraser and Kerr refer to ‘hybridisation’ and ‘hybridity’ in their analysis of various American architectures. What do these terms mean?

Week 5: The Political City

Jacobs, Jane. (1961). Governing and Planning Districts. The Death and Life of Great American Cities. London: Pimlico, pp. 418–441.

Mollenkopf, John. (2003). ‘How to Study Urban Political Power’. In, LeGates, R. T. and Stout, F. The City Reader, Third Edition. London: Routledge, pp. 235–243.

Simone, AM. (2011). The Politics of Urban Intersection: Materials, Affect, Bodies. In, Bridge, G. and Watson, S. (eds.). The New Blackwell Companion to the City. Chichester, Wiley-Blackwell. pp. 357–366. [307.76/COM]

Further Reading

Brown-Saracino, J. (ed.) (2010). The Gentrification Debates. London: Routledge.*

Low, S. and Smith, N. (eds) (2006). The Politics of Public Space. London: Routledge.

Marcuse, P., Connolly, J., Novy, J., Olivo, I., Potter, C. and Steil, J. (2009). Searching for the Just City: Debates in urban theory and practice. London: Routledge.

Smith, N. (1996). The New Urban Frontier: Gentrification and the revanchist city. London: Routledge.

Swenarton, M., Troiani, I., and Webster, H. (eds) (2007). The Politics of Making. London: Routledge.


a) What are the key features of City administration to which Jacobs is opposed in this excerpt? How does Jacobs define it experientially? How does Jacobs define it structurally?

b) Mollenkopf sets out a series of three different ‘models’ of urban politics – pluralist, structuralist, and a synthesis of these two. Which of these models is most similar to Jacobs? Why?

c) What is different about the ‘politics’ Simone discusses to that of Jacobs or Mollenkopf? Think about this in the following terms: ‘space’ (Simone replaces the idea of ‘districts’ and ‘neighbourhoods’ with something else); ‘time’ (‘continuity’, ‘tradition’ and ‘development’ with something else); and, ‘identity’ (‘resident’, ‘local’, ‘sameness’ with something else). What kind of cities is this way of thinking useful for, do you think?

Week 6: Urban Conflicts

Foucault, M. (1980). ‘The Eye of Power’. In, Power/Knowledge: Selected interviews and other writings, 1972–1977. Ed. by Colin Gordon. Harlow/Pearson Education, pp. 146–165. [901/FOU]

Davis, M. (1990). Fortress L.A. City of Quartz: Excavating the future in Los Angeles. London: Verso, pp. 221–264. [307.760979494/DAV]

Graham, S. (2004). Cities as Strategic Sites: Place Annihilation and Urban Geopolitics. In Graham, S. (ed.) Cities, War, and Terrorism: Towards an urban geopolitics. Oxford: Blackwell, pp. 31–53. [307.76/CIT]

Further Reading

Bevan, R. (2006). The Destruction of Memory: Architecture at war. London: Reaktion Books.*


20

Cohen, J-L. (2012). Architecture in Uniform: Designing and building for the Second World War. Montreal: CCA.

Ellin, N. (ed.) (1997). Architecture of Fear. New York: Princeton Architectural Press.* Foucault, M. (1979). Discipline and Punish: The birth of the prison. Harmondsworth: Penguin. Graham, S. (2010). Cities Under Siege. London: Verso. Piquard, B., and Swenarton, M. (eds). (2011). Architecture and Conflict. A special of The

Journal of Architecture 16 (1).* Segal, R., and Weizman, E. (eds). (2003). A Civilian Occupation: The politics of Israeli

architecture. London: Verso. Weizman, E. (2007). The Hollow Land: Israel’s Architecture of Occupation. London: Verso. Questions to Consider:

a) Why does Michel Foucault find Jeremy Bentham’s plan for an ideal prison interesting? According to Foucault, what is the relationship between architecture and power?

b) What urban devices – street furniture, architectural designs, security systems – does Mike Davis refer to? How do these relate to Foucault’s argument about space, power and architecture? Does Davis suggest an alternative relationship between architecture and security to that of Foucault?

c) Stephen Graham argues what about the role of architectural and urban design in warfare? Are you convinced by Graham’s argument on the ‘generalisation’ of warfare?

General Reading List Many of the texts used for the reading group themes are extracted from very useful collections

and readers – for the sake of brevity, these have not been reproduced below, but can and should be consulted.

Borden, I., Kerr, J., Rendell, J., and Pivaro, A. (eds) (2000). The Unknown City: Contesting Architecture and Social Space. Cambridge MA: MIT Press.

Kostof, S. (1992). The City Assembled: the elements of urban form through history. London: Thames and Hudson.

Mumford, Lewis. (1966). The City in History: Its origins, its transformation, and its prospects. Harmondsworth: Penguin.

Pile, S. and Thrift, N. (eds) (2000). City A–Z. London: Routledge.

On Oxford and London

Many parts of London have been historically surveyed in the Survey of London, which has been digitised and made available at http://www.british-history.ac.uk/catalogue.aspx?gid=74

Bradley S., and Pevsner, N. (1997). The Buildings of England: London 1: The City of London. New Haven: Yale University Press.

Cherry, B. and Pevsner, N. (1983). The Buildings of England: London 2: South. New Haven: Yale University Press.

Cherry, B. and Pevsner, N. (1991). The Buildings of England: London 3: North West. New Haven: Yale University Press.

Cherry, B. and Pevsner, N. (1998). The Buildings of England: London 4: North. New Haven: Yale University Press.


21

Cherry, B., O’Brien, C. and Pevsner, N. (2005). The Buildings of England: London 5: East. New Haven: Yale University Press.

Bradley S., and Pevsner, N. (2003). The Buildings of England: London 6: Westminster. New Haven: Yale University Press.

Colvin, H. (1983). Unbuilt Oxford. New Haven: Yale University Press.

Hinchcliffe, T. (1992). North Oxford. New Haven: Yale University Press.

Jones, E. and Woodward, C. (2009). A Guide to the Architecture of London, Fourth Edition.

Sherwood, J. and Pevsner, N. (1974). The Buildings of England: Oxfordshire. New Haven: Yale University Press.

Tyack, G. (1998). Oxford: An architectural guide. Oxford: Oxford University Press.


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OXFORD BROOKES UNIVERSITY SCHOOL OF ARCHITECTURE, FACULTY OF TECHNOLOGY DESIGN and ENVIRONMENT

U30024 Reading Group Seminar Feedback 12/13 MODULE LEADER: Dr Nick Beech Reading Group No: Date of Seminar:

Names of students:

Field/Course: BA Hons Architecture/Interior Architecture Module No: U30024

Formative Assessment

Year of Course 2

Type of assessment: FORMATIVE assessment

Seminar Theme (delete as applicable): Urban Visions / Urban Matter / Urban Culture / Urban Politics / Urban Conflict

NB ACADEMIC CHEATING: In submitting this assignment you are deemed to have read and understood the University’s regulations and you acknowledge that this work is your own original work

TO THE ASSESSOR: Please mark this work against the criteria set out on this sheet. Additionally, please provide written comments below on how the group could develop this coursework for their future work.

TO THE STUDENT: Your work will be assessed against the criteria listed on this sheet. Please note that only summative assessments will count towards you final degree.

Assessing the Group Seminar Mark out of 5

1 Did the group manage to establish the basic aims of the text/s in the seminar?

2 Were key concepts, categories and arguments presented in the text/s clarified for you?

3 Were you able to establish similarities and differences between the text/s?

4 Did you, or other members of the group, relate the arguments, concepts and categories in the text/s to material presented in the lecture/s and/or other text/s?

5 Were you, or other members of the group, able to present original and persuasive readings of the text/s?

6 Did you establish some of ways in which the text/s could provide new questions for further study and foundations for your investigation of a possible site in Oxford/London?

Additional comments:


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U30024 Research Group Presentation Assessment 12/13 MODULE LEADER: Dr Nick Beech Research Group No: Date of Presentation: 12 November 2013

Names of students:

Field/Course: BA Hons Architecture/Interior Architecture Module No: U30024

Summative Assessment

Year of Course 2

Edited Book Presentation Title:


TO THE ASSESSOR: Please mark this work against the criteria set out on this sheet. Additionally, please provide written comments below on how the group could develop this coursework for their future work.

TO THE STUDENT: Your work will be assessed against the criteria listed on this sheet. Please note that only summative assessments will count towards you final degree.

ASSESSMENT CRITERIA Mark out of 10

1 Clarity of the statement of intention relating theme to a specific focus

2 Evidence from lectures, readings and other precedents that prove the validity of your focus

3 Description of process – persuasive evidence of a considered approach

4 Originality of focus and quality of critique

5 Application / relation of the principles to the Oxford/London context

Additional comments:

Marker/s: Date: Final Mark (out of 50):

Credits: 10% of 1 Module

Level A

24


U30024 Edited Book and Chapter Assessment Form 12/13 For the attention of STAFF NAME: Dr Nick Beech Date of Submission: 21/01/2013

Name of student: Student Number: Final Assessment

Field/Course: BA HONS Architecture/Interior Architecture

Module Number: U30024 Year of Course 2

Edited Book Title:

Chapter Title:


TO THE ASSESSOR: Please mark this work against the criteria stated on the rear of this sheet (ticking the appropriate level of the work on the marking grid). Additionally, please provide written comments below on how well the work meets each of criteria as well as giving general comments. Please ensure that you provide the student with an indication of specific areas where additional attention could improve future performance.

TO THE STUDENT: Your work will be assessed against the criteria listed on the rear of this sheet. Please note that only summative assessments will count towards you final degree.

Edited Book – Design, Editorial Statement, Summary of Chapters:

Marker/s Date Final Mark (%)

Credits 20% of 1 Module

Level A

Chapter:

Please use continuation sheet if necessary

Marker/s Date Final Mark (%)

Credits 70% of 1 Module

Level A

25

CRITERIA FOR MARKING– Assessor please underline, tick or ring the appropriate box for each criteria

ESSAY/CHAPTER BEST POSSIBLE GOOD

FAIR PASS

REFER/FAIL* Clarity of objectives and focus

of essay/chapter Has defined a clear focus in detail and constructed an original, comprehensive and imaginative argument.

Has defined objectives and addressed them throughout the project.

Has outlined objectives and partially addressed in the project.

Has provided generalized objectives and focused the project on the topic area.

Fails to define objectives and/or relate topic to objectives.

Use of Literature/ evidence of reading

Has developed and justified using own ideas based on a wide range of sources which have been thoroughly analyses, applied and discussed.

Able to critically appraise the literature and theory gained from a variety of sources, developing own ideas in the process.

Clear evidence and application of readings relevant to the subject; uses indicative texts identified in the bibliography.

Literature is presented uncritically, in a purely descriptive way and indicates limitations of understanding.

Either no evidence of literature being consulted or irrelevant to the topic.

Analysis and evaluation of source material

Can critically review evidence supporting conclusions /recommendations including its reliability, validity and significance and can investigate contradictory information/identify reasons for contradictions.

Can select appropriate techniques of evaluation and can evaluate the relevance and significance of data collected.

Can evaluate the reliability of data using defined techniques.

Limited and only partially accurate evaluation of data using defined techniques.

Fails to evaluate or use techniques of evaluation, or evaluations are totally invalid.

Development of original argument

Can transform abstract data and concepts towards a given purpose and can make novel insights.

Can reformat a range of ideas/information towards a given purpose.

Can collect, collate and categorise ideas and information in a predictable and standard format.

Partially collects/collates and categorises information in a structured way.

No organisation of ideas and information.

Structure and Language Shows a polished and imaginative approach to language.

Language fluent Grammar and spelling accurate.

Language mainly fluent. Grammar and spelling mainly accurate.

Meaning apparent, but language not always fluent. Grammar and/or spelling contains errors.

Meaning unclear and/or grammar and/or spelling contains frequent errors.

Referencing Referencing consistent and uses Harvard referencing System.

Referencing mainly consistent and uses Harvard referencing System.

Referencing inconsistent but uses the Harvard referencing System.

Referencing inconsistent/ fails to use the Harvard referencing System.

No referencing AND no reference section or bibliography.

The quality / appropriateness of the graphic layout

Shows a polished and imaginative approach to graphic presentation.

Can format with clear graphic intention.

Can format with graphic intention but only partially successful.

Straightforward graphic layout. No attempt at graphic presentation.

EDITED BOOK EDITORIAL BEST POSSIBLE GOOD FAIR PASS REFER/FAIL*

The quality of the editorial and summary of chapters

A salient editorial which provides an original and focussed topic/s of discussion. A concise, clear summary of the chapters in relation to the topic/s.

Editorial provides a clear summary of the focus of the chapters and the overall ambition for the Edited Book.

Editorial provides a broad focus and basic summary of the chapters.

Editorial provides a loose focus and partial summary of the chapters.

Editorial provides no account of the focus or summary of chapters.

The quality/appropriateness of the overall design

A compelling, original binding and design which add to the overall discussion.

Clear intention evident in binding and design which supports the discussion.

Binding and design of good quality though not necessarily supportive of the theme.

Binding and design consistent. Binding and/or design incomplete and/or partial.

CALCULATING FINAL MARKS: * Students must pass in all criteria to achieve an overall PASS mark. 0-39% FAIL in any box; 40-50% no FAILS but most PASS; 50-59% a range of FAIR, PASS and GOOD; 60-69% a range of BEST POSSIBLE, GOOD and FAIR; 70-100% BEST POSSIBLE in most boxes

WWW.BROOKES.AC.UK/LIBRARY

LIBRARY

Citing your references using the Harvard (Author-Date) system Is this the correct guide for you? Before using this guide, please check whether your Department, School or Faculty specifies the use of a particular referencing system and, if so, if it provides its own guidelines to that system. Note that some Departments,Schools or Faculties may expect both a list of (cited) references and a (general) bibliography, rather than one single reference list/bibliography. Why is it important to cite references?

It is accepted practice in the academic world to acknowledge the words, ideas or work of others and not simply to use them as if they were your own. Failure to do this could be regarded as plagiarism - see http://www.brookes.ac.uk/library/skill/plagiarism.html

to enable other people to identify and trace your sources quickly and easily

to support facts and claims you have made in your text 1. In-text citations The in-text citation is placed at the exact point in your document where you refer to someone else’s work, whether it is a book, journal, online document, website or any other source. It consists of author (or editor/compiler/translator) and publication year, in brackets:

eg Agriculture still employs half a million people in rural Britain (Shucksmith, 2000). An author can be an organisation or Government Department (common with websites):

eg (English Heritage, 2010) If there are 2 authors, both names should be given:

eg (Lines and Walker, 2007) If there are more than 2 authors, cite the first author, followed by ‘et al’ (in italics)

eg (Morgan et al., 1998)

Research Guide 2

There are 2 parts to a referencing system: (1) an in-text citation (2) an entry in the reference list/bibliography at the end of the assignment/work

http://www.brookes.ac.uk/library/skill/plagiarism.html

2

For several documents by the same author published in the same year, use (a,b,c):

eg (Watson, 2009a)

If the author’s name occurs naturally in the sentence, only the year of publication is given:

eg This concept is discussed by Jones (1998) … If there is no author, use a brief title instead:

eg (Burden of anonymity, 1948) For websites, if there is no author or title, use the URL:

eg (www.brookes.ac.uk, 2010) If the date cannot be identified, use the abbreviation n.d.:

eg (Labour Party, n.d.) Page number(s) should be included when there is a need to be more specific, e.g. referring to specific information or data, or when making a direct quotation.

eg (Thompson, 2011, p.100) If referencing a secondary source (a document which you have not seen but which is quoted in one of your references) the two items should be linked with the term ‘cited in’:

eg …economic development (Jones, 2000, cited in Walker, 2004, p.53). NB for above example of secondary sources: You would only be able to include the source you have actually read in your reference list – in the above example you could only give full details of Walker unless you have read Jones yourself. It is good practice to try to read the original source (Jones) so that you can cite and reference it in addition to the source which quoted it (Walker). Handling Quotations in the text Short quotations may be run into the text, using single quotation marks:

eg As Owens stated (2008, p.97), ‘the value of...’ Longer quotations should be separated from the rest of the text by means of indentation and optional size reduction, and do not need quotation marks:

eg Simone de Beauvoir (1972, p.365) examined her own past and wrote rather gloomily: The past is not a peaceful landscape lying there behind me, a country in which I can stroll wherever I please, and will gradually show me all its secret hills and

dates. As I was moving forward, so it was crumbling. 2. Reference list/bibliography At the end of your assignment/work you need to provide a complete list of all sources used. Please note that some Departments, Schools or Faculties may expect 2 lists – (1) a reference list of all sources cited in your text and (2) a general bibliography of sources used but not specifically cited as in-text citation. The entries in the list(s) are arranged in one alphabetical sequence by author’s name, title if there is no author, URL if no author or title – whatever has been used in the in-text citation, so that your reader can go easily from an in-text citation to the correct point in your list.

3

All entries/references, including those for online resources, must contain author, year of publication and title (if known) in that order. Further additional details are also required, varying according to the type of source, as follows: Book 1 Author/Editor: Surname first, followed by first name(s) or initials (be consistent). Include all

authors. For editors, compilers or translators use ed/eds, comp/comps or trans after the name(s). Remember that an author can be an organisation or Government Department.

2 Year of publication: If date not known, use n.d.

3 Title: Include title as given on the title page of a book; include any sub-title, separating it from the title by a colon. Capitalise the first letter of the first word and any proper nouns. Use italics, bold or underline (the most common practice is to use italics) (be consistent)

4 Edition: Only include if not the first edition.

5 Place of publication and publisher: Use a colon to separate these elements. If not given use: s.l. (no place) and s.n. (no publisher).

6 Series: Include if relevant.

eg Gombrich, E. H. (1977). Art and illusion. 5th ed. London: Phaidon.

eg Ridley, A., Peckham, M. and Clark, P. (eds.) (2003). Cell motility: from molecules to organisms. Chichester: Wiley. Examples of organisation/Government Department as author:

eg Department of Health (2001). National service framework for diabetes. London:

Department of Health.

Royal Society (2001). The future of sites of special scientific interest. London: Royal Society

Example of book with no author:

eg Whitaker’s almanack (2010). London: J Whitaker and Sons.

E-book 1 Author/editor 2 Year of publication (use the date for the e-book version rather than any print version) 3 Title 4 Edition 5 Place of publication and publisher (if available) 6 [Online] in square brackets 7 Available at: URL (this should be the URL of the e-book collection if it is from a collection). 8 (Accessed: date you read it) (in brackets)

eg Holliday, A., Hyde, M. and Kullman, J. (2004). Intercultural communication: an advanced resource book. London: Routledge. [Online]. Available at: http://www.dawsonera.com/ (Accessed: 15 August 2011)

Chapter in book 1 Author of chapter 2 Year of publication 3 Title of chapter (not italics) 4 In: and then author, title of complete book (in italics), place of publication, publisher, page numbers of chapter.

eg Smith, H. (1990). Innovation at large. In: James, S., (ed.) Science and innovation. Manchester:

Novon, pp. 46-50. **

(** Please note that the convention for some disciplines e.g. Science is to omit ‘pp’ for page numbers)

http://www.dawsonera.com/

4

Printed Journal article 1 Author 2 Year of publication 3 Title of article (not italics) 4 Title of journal (in italics) 5 Volume number, issue number and/or date 6 Page numbers

eg Williams, J. (2000). Tools for achieving sustainable housing strategies in rural Gloucestershire. Planning Practice & Research 15 (3), pp.155-174. **

Electronic/online journal article Same as for printed journal article AND ALSO 7 Name of online journal collection (if applicable) 8 [Online] in square brackets 9 Available at: URL (if 7 applies, this should be the URL of the online journal collection). 10 (Accessed: date you read it) (in brackets)

eg Jones, P. and Evans, J. (2006). Urban regeneration, governance and the state: exploring notions of distance and proximity. Urban Studies 43(9), pp.1491-1509. Academic Search Complete [Online]. Available at: http://web.ebscohost.com (Accessed 17 August 2010)

Web page: Labour Party (2010). Policy guide. Available at: http://www.labour.org.uk/policies/home (Accessed: 13 August 2010) Report from a database: Mintel (2010). Sports goods retailing – UK – May 2010. Mintel Leisure [Online]. Available at: http://reports.mintel.com (Accessed: 17 August 2010) Newspaper article: Hunt, P. (1999). Time is running out. Daily Telegraph, 8 February, p. 10.

(NB: For internet edition there is no page number – instead give [Online], Available at: URL and Accessed: date; if citing newspaper article from a database e.g. Factiva, follow pattern above for online journal article) Email: Saunders, L. (2010). Email to Linda Hinton, 18 August. Film on DVD: Pride and prejudice (2000). Directed by Simon Langton [DVD]. Based on the novel by Jane Austen. London: BBC Worldwide Ltd. Thesis: Groschl, S. (2001). An exploration of cultural differences between French and British managers

within an international hotel company. PhD thesis. Oxford Brookes University. Conference paper: Sattler, M.A. (2007). Education for a more sustainable architecture. In: Sun, wind and

architecture: proceedings of the 24th

International Conference on Passive and Low Energy Architecture. National University of Singapore, 22-24 November. Singapore: Department of Architecture, National University of Singapore, pp. 844-851. **

For further examples see: Pears, R. and Shields, G. (2010). Cite them right: the essential referencing guide. 8th ed. Basingstoke: Palgrave Macmillan. Shelfmark: 808.02 PEA EndNote: This service enables you to build up a database of your references and then automatically format both in-text citations and the references in the Brookes Harvard style (like this guide). For full details see http://www.brookes.ac.uk/library/endnote.html

LS/Oxford Brookes University Library 8/12

** Please note that the convention for some disciplines e.g. Science is to omit ‘pp’ for page numbers

http://web.ebscohost.com/

http://www.labour.org.uk/policies/home

http://reports.mintel.com/

http://www.brookes.ac.uk/library/endnote.html

u30024 module handbook 2013–14

Documents