A Conceptual Framework for an Intelligent Planning Unit for the Complex Built Environment

Community intergenerational solidarity is an effective intervention to facilitate cohesiveness and to explore mutual supports between generations within neighborhoods. However, few attempts have been made in China from the perspective of physical environment. This study aims to explore the associations between community intergenerational solidarity and the built environment, and then figure out the approaches for the facilitation of community intergenerational solidarity. Firstly, a conceptual framework of community intergenerational solidarity was proposed. Then field surveys were carried out and questionnaires were distributed in four residential communities in Harbin, China, investigating the respondents' preferences for intergenerational solidarity. The results demonstrate that inhabitants have the expectation of intergenerational solidarity and they would prefer to those activities that take place in public space. Based on that, design approaches of community public space, including overall planning, service facilities and open space, as well as other suggestions, were proposed.

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A Conceptual Framework for Modelling Safe Walking and Cycling Routes to High Schools

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17093318 ◽

2020 ◽

Vol 17 (9) ◽

pp. 3318 ◽

Cited By ~ 5

Author(s):

Mohammad Lutfur Rahman ◽

Antoni Moore ◽

Melody Smith ◽

John Lieswyn ◽

Sandra Mandic

Keyword(s):

High Schools ◽

Built Environment ◽

Conceptual Framework ◽

Active Transport ◽

Traffic Safety ◽

Evaluation Framework ◽

Future Research ◽

Real World Data ◽

Macro Scale

Active transport to or from school presents an opportunity for adolescents to engage in daily physical activity. Multiple factors influence whether adolescents actively travel to/from school. Creating safe walking and cycling routes to school is a promising strategy to increase rates of active transport. This article presents a comprehensive conceptual framework for modelling safe walking and cycling routes to high schools. The framework has been developed based on several existing relevant frameworks including (a) ecological models, (b) the “Five Es” (engineering, education, enforcement, encouragement, and evaluation) framework of transport planning, and (c) a travel mode choice framework for school travel. The framework identifies built environment features (land use mix, pedestrian/cycling infrastructure, neighbourhood aesthetics, and accessibility to local facilities) and traffic safety factors (traffic volume and speed, safe road crossings, and quality of path surface) to be considered when modelling safe walking/cycling routes to high schools. Future research should test this framework using real-world data in different geographical settings and with a combination of tools for the assessment of both macro-scale and micro-scale built environment features. To be effective, the modelling and creation of safe routes to high schools should be complemented by other interventions, including education, enforcement, and encouragement in order to minimise safety concerns and promote active transport.

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Pathways from built environment to health: A conceptual framework linking behavior and exposure-based impacts

Journal of Transport & Health ◽

10.1016/j.jth.2018.11.008 ◽

2019 ◽

Vol 12 ◽

pp. 319-335 ◽

Cited By ~ 18

Author(s):

Lawrence D. Frank ◽

Nicole Iroz-Elardo ◽

Kara E. MacLeod ◽

Andy Hong

Keyword(s):

Built Environment ◽

Conceptual Framework

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Gramsci and Foucault in Central Park: Environmental hegemonies, pedagogical spaces and integral state formations

Environment and Planning D Society and Space ◽

10.1177/0263775816658293 ◽

2016 ◽

Vol 35 (1) ◽

pp. 165-183 ◽

Cited By ~ 8

Author(s):

Alvaro Sevilla-Buitrago

Keyword(s):

Civil Society ◽

Built Environment ◽

Conceptual Framework ◽

State Formation ◽

Vantage Point ◽

Core State ◽

Central Park ◽

Spatial Production

Gramsci’s and Foucault’s readings of power provide critical illuminations for understanding the linkage of state formations to urbanization and the spatial production of subjectivity. This article uses Central Park to illustrate how a combination of their insights helps to elucidate the emergence of pedagogical spaces and environmental hegemonies. I first propose a conceptual framework drawing on diverse parallels and tensions in Gramsci’s Quaderni del carcere and Foucault’s investigations in the 1970s, reassessed here from the vantage point of the implicit debate with Marxism in La société punitive. Urbanization and the built environment are theorized as material apparatuses of a form of capillary power that reconfigures the relations between state, civil society and individual subjects, striving to forge common senses of space that buttress political hegemony. This analytical toolkit is then applied in a political reappraisal of Central Park, exploring the role of design in the pedagogy of subaltern spatialities and the normalization of a consensual regime of publicity. The discussion pays special attention to the park’s assemblage of liberal and disciplinary spatial techniques, its connection to broader agencies beyond core state apparatuses, and their effect on the advent of an integral state formation.

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THE CONTRIBUTION OF TEMPORARY ASSEMBLAGE TOWARDS SENSE OF PLACE: A STUDY IN ALUTH NUWARA SACRED AREA, SRI LANKA

10.31705/faru.2021.26 ◽

2021 ◽

Author(s):

W.W.G.M.I.U. Wijesekara ◽

◽

E.J.N. Munasingh ◽

Keyword(s):

Sri Lanka ◽

Built Environment ◽

Conceptual Framework ◽

Significant Role ◽

Sense Of Place ◽

Behavior Patterns ◽

Built Environments ◽

Complex Phenomenon ◽

Activity Spaces ◽

Institutional Planning

‘Sense of place’ is a complex phenomenon emerging from the associations of the inhabitants, the values they attribute on the built environment, and the manner in which they behave in that place. Every built environment gets its form and character out of a composite of both the permanent structures and temporary assemblage. This is mostly evident in living sacred built environments where impermanent and ‘supposed to be non-lasting’ structures assembled for temporal benefits, amidst formally arranged permanent spaces, play a significant role in making them functional places. However, the existence of temporary physical assemblage has throughout been considered as ‘problematic’ in formal institutional planning, in spite of the utility, character and the sense of place that they add to day-to-day lived-in environments. In a context, where the available studies are limited, this paper discusses on these temporary interventions and their impact in experiencing of places, in-order to widen the awareness and in-depth understanding of planners, urban designers and the authorities, who are responsible for the making of sustainable built environments. The paper first presents a review of the existing literature in order to identify a suitable theoretical framework to study the impacts of temporal assemblage on sense of place. Second, employing the conceptual framework profound in ‘Bennett’s six triads’, it presents the study on the mutual transactive relationships between the activity spaces and the behavior patterns of the inhabitants, as observed by the authors, in Aluth Nuwara Devala sacred area in Sri Lanka. It emphasizes the manner in which the temporary assemblage, within the formal built environment, impacts the settings, values and the behaviors of the inhabitants and thereby form the sense of place. The study highlights that temporary assemblage adds sense to places not only by their presence but also by changing people’s behaviors.

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TOWARDS A FRAMEWORK FOR CLOSER UNIVERSITY-INDUSTRY COLLABORATION IN EDUCATING BUILT ENVIRONMENT PROFESSIONALS

International Journal of Strategic Property Management ◽

10.3846/1648715x.2013.805702 ◽

2013 ◽

Vol 17 (2) ◽

pp. 114-132 ◽

Cited By ~ 5

Author(s):

Emlyn Witt ◽

Irene Lill ◽

Chamindi Malalgoda ◽

Mohan Siriwardena ◽

Menaha Thayaparan ◽

...

Keyword(s):

Higher Education ◽

Built Environment ◽

Conceptual Framework ◽

Professional Learning ◽

Contemporary Literature ◽

Learning Context ◽

Education Industry ◽

Industry Collaboration ◽

Future Challenges ◽

University Industry

Recent reports suggest that even the current industry skills needs are not being adequately met with graduate capabilities falling short of industry expectations. If higher education institutions (HEIs) are to respond effectively to the current and future challenges, a robust conceptual appreciation of the education-industry skills context is required in order to support recommendations and, ultimately, interventions. A conceptual framework aimed at addressing the ‘mismatch’ between the skills requirements of industry and the competences of graduates in the built environment sector was derived. A series of surveys was undertaken on the basis of the derived framework. It was intended that the findings from the surveys would enable the framework to be refined and validated. However, some of the findings suggest that the originally derived conceptual framework does not adequately represent the complexity of the professional learning context and it is not feasible to refine it. This paper describes the conceptual framework which was derived, highlights selected findings from surveys which indicate its inadequacy and then draws on the contemporary literature of higher education futures to discuss the implications for a more representative framework. Recommendations for a closer representation of the education-industry context and for further research directions are made.

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