 recognize a little bit of delirious New York in the core one sort of syllabus the idea of this kind of cross-section you know across Broadway and you mentioned that you took a tour with the students and the faculty yesterday on two double-decker buses and had presentations and it's nice to have someone who's looking at the city still not so much from outside I mean we're all New Yorkers but from this kind of intellectual or historical or disciplinary outside of kind of rediscovering the city as an objective of study of interest and so what has changed what is the same or what are you trying to extract from New York again let's say in terms of what the students are going to look for in this first semester as I always I always quote Kubler because I'm a great fan and he has the day he came out with this idea of history as something that can be in permanent change and it's always it always depends on our contemporary perspective so definitely New York always tends because it's through our eyes that we are looking at it and and that's why I thought it was really powerful to start an architectural master's program looking at the close context and looking at the city from the architectural perspective so of course we start from New York that's an obvious reference and but it's been already 40 years since the book was published right so we cannot deny that our perspective has a shift and change and I'm probably sure that Remkul has would agree with that the way that we're looking at to our New York to contemporary New York is that we're understanding it as a fragmented reality not that much as a set of buildings on a grid but rather as a set of fragments that are interconnected thanks to many reasons but among others the new digital landscape that allows us to have an easier access to indoor spaces and private spaces that we lack before so how the public space is being redefined through that it's one of the key questions that I'm asking to the students so it's a research based project so we're looking to our contemporary reality and try to understand how the digital platforms and our digital landscape it's redefining the way we understand private public we understand collective individual and we understand the public and the domestic what's interesting is also of course our tools have evolved and so I think the students are invited to use digital tools and drawing techniques and videos and new ways of making models etc to make those fragments and those relationships visible I there's a real right you have you're setting up whole agenda for kind of representation or to reclaim let's say that project it's definitely the most important is the point of view of the student his or her critical position towards something more than the information itself information it's more accessible than ever it's not that it's not difficult to find of course it demands an effort but it's also easy to share so I I ask the students to share as much as they can because what value is not the information per se but rather how they do understand it and build on it