scholarly journals Rehabilitation of Soil through Botanical Gardens as a Practical Interplay Between Learning Spaces and Healthy Places in Urban Environments

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Arta Basha-Jakupi ◽  
Diellza Hajrizi ◽  
Dukagjin Zeka
2004 ◽  
Vol 136 (6) ◽  
pp. 851-869 ◽  
Author(s):  
Désirée Tommasi ◽  
Alice Miro ◽  
Heather A. Higo ◽  
Mark L. Winston

AbstractWe assessed bee diversity and abundance in urban areas of Vancouver, British Columbia, Canada, to determine how urban environments can support bees. Habitats examined were community and botanical gardens, urban wild areas, Naturescape flower beds and backyards, and traditional flower beds and backyards. A total of 56 bee species (Hymenoptera), including species of the genera Andrena Fabr. (Andrenidae), Bombus Latr. (Apidae), Osmia Panzer and Megachile Latr. (Megachilidae), and Halictus Latr. and Dialictus Pauly (Halictidae), were collected. Abundance exhibited strong seasonal variation. Wild bees were most abundant during late spring, whereas honey bees peaked at the end of the summer. The most abundant species seen was the managed honey bee Apis mellifera L. (Apidae), followed by wild Bombus flavifrons Cresson. Community and botanical gardens, and plants such as cotoneaster (Cotoneaster Medik. sp.) and blackberry (Rubus discolor Weihe & Nees) (Rosaceae), centaurea (Centaurea L. sp.; Asteraceae), buttercup (Ranunculus L. sp.; Ranunculaceae), and foxglove (Digitalis L. sp.; Scrophulariaceae), had the highest abundance of bees, while bee populations in wild areas were the most diverse. Weeds such as dandelions (Taraxacum officinale G.H. Weber ex Wiggers; Asteraceae) dominated these wild areas and had one of the highest diversities of bee visitors. Traditional flower beds with tulips (Tulipa L. sp.; Liliaceae) and petunias (Petunia Juss. sp.; Solanaceae) had relatively poor diversity and abundance of bees throughout the year. Our study suggests that urban areas have the potential to be important pollinator reservoirs, especially if both bloom and habitat heterogeneity are maintained and enhanced through sustainable urban planning.


2014 ◽  
Author(s):  
Chrono Nu ◽  
Katie Mullin ◽  
Hailey Edwards ◽  
Kailey Kornhauser ◽  
Russell Costa ◽  
...  

TERRITORIO ◽  
2020 ◽  
pp. 148-163
Author(s):  
Luca Fondacci

In the 1970s, the fragile historical centre of the city of Perugia was a key area where the binomial of sustainable mobility and urban regeneration was developed and applied. At the turn of the xxi century, the low carbon automatic people-mover Minimetrò broadened that application from the city's historical centre to the outskirts, promoting the enhancement of several urban environments. This paper is the outcome of an investigation of original sources, field surveys and direct interviews, which addresses the Minimetrò as the backbone of a wide regeneration process which has had a considerable impact on the economic development of a peripheral area of the city which was previously devoid of any clear urban sense. The conclusion proposes some solutions to improve the nature of the Minimetrò as an experimental alternative means of transport.


Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.


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