Journal of Design for Resilience in Architecture and Planning
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Level of participation in land development: The case of Almere, Netherlands
Get PDFThe actors and processes change in the stages of the land development process, and the involvement of the changing actors and processes in the process is at different levels. This involvement and the dimensions of the participation of the actors may differ according to the planning approaches and practices of the country where the project is developed. Participation discussions, especially after the 2000s, have led to an increase in the practices aimed at including citizens and other actors in the planning processes. In residential land development processes, examining the balance of power between actors and participation has gained importance over the years. The dimensions of participation at each stage in land development processes are the subject of the research. This research examines the city of Homeruskwartier, Almere, Netherlands, in order to explore the dimension of participation in the land development stages. It accepts Arstein\u27s Citizen Participation Ladder and institutional land development theory as the theoretical basis. The level of participation in the institutional land development stages of the examined example was evaluated. The findings of the study determined that the stage with the highest participation in Homeruskwartier is the construction focused on self-organization. The study also found that participation was not concentrated in a single stage in the design of the project carried out to meet the need for social housing, and that it had an effect in other stages as well. Homeruskwartier is a successful participatory and self-organization-focused housing project. It is expected that the findings of this study will form a basis for policy developers and decision-makers to create participatory land development models
Embracing the slow life: Assessing the performance of Turkey’s slow cities in promoting sustainable urban resilience
Get PDFThis study examines and interprets the position of a slow city, or "Cittaslow", within sustainable urban planning that was caused by the adverse effects of globalisation, the Industrial Revolution and modernism. "Cittaslow" in Turkey is evaluated based on slow city projects, and the senses of each city, taking into account the current situation of sustainable urban planning. It defines and analyses sustainable urban planning throughout time, and processes sustainability as a term in various approaches. Slow city membership criteria were analyzed for the selected 7 slow cities in Turkey and the results were presented. Throughout these evaluations and suggestions, it is observed that sustainable urban planning and the Cittaslow movement are parallel to each other regarding urban life indicators. Finally, it is concluded that by integrating the criteria of Cittaslow into the cities, the Cittaslow movement can be implemented as a local, sustainable city development model
An integrated and inclusive methodology for municipal resilience against multiple crises
Get PDFThis article seeks to explore flexible approaches to integrating resilience into urban governance. With this perspective, it evaluates the transformation of RESLOG- Türkiye Project’s resilience assessment methodology, developed to access local governments’ resilience against Syrian migration, into a holistic approach to access the impacts of 6th February earthquakes on local governments. The article gives background information about the project and the resilience assessment method, then explains in detail the earthquake adjusted version and elaborates its implementation over the case study conducted for Mersin Metropolitan Municipality
Plant selection for rain gardens in temperate climates: The case of Izmir, Turkey
Get PDFRain gardens have gained importance in recent years as a green infrastructure strategy. These gardens, created to capture, filter, and absorb runoff from impervious surfaces, offer a sustainable method for addressing water-related challenges in urban areas. Incorporating rain gardens into urban areas not only addresses the challenges of heavy rainfall and flooding but also brings about ecological advantages by encouraging biodiversity, improving water quality, increasing resilience, and enhancing the aesthetic appeal of urban settings. Plant selection in rain gardens plays a crucial role in their effectiveness and sustainability. The research focused on exploring the importance of carefully choosing plants for rain gardens, aiming to help in selecting the most suitable flora and creating visually appealing, resilient, and ecologically important landscapes. For this purpose, Izmir Katip Celebi University was selected as a study area. The first step was to locate an appropriate space for a rain garden and evaluate its potential for a rain garden implementation. Next, plants suitable for a rain garden in a temperate climate were listed. Among these plants, those that can be found in Izmir were selected after contacting nurseries. Only fourteen of them were available. Utilizing the plants listed that align with the project requirements and the plant design criteria such as diverse color, high density, and proportion outlined in the literature review, a proposal for a rain garden design was recommended. Since the rain garden consists of three different zones (dry, wet, and moderate), the plants were arranged accordingly. This design was tailored to suit existing conditions, such as a temperate climate and proximity to the building. Factors like varying climate conditions or alternative rain garden placements were not accounted for in this design. Given the necessity for diverse plant selections in varying climates, research carried out across different regions holds significant value. This study, conducted in Izmir province, will enrich existing literature and provide municipalities with crucial guidance in plant selection in a rain garden project, offering valuable insights
Reflective thinking and self-assessment: A model for the architectural design studio
Get PDFDeveloping, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers\u27 selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment- were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students\u27 self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students\u27 intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators
Urban parks in developing countries: Challenges and opportunities in Addis Ababa, Ethiopia
Get PDFThe scarcity of well-functioning green spaces in the rapidly growing urban centers of developing countries poses significant challenges, hindering the well-being and quality of life for urban populations. Urban parks, often referred to as the "lungs of the city," have the potential to alleviate these challenges, yet their benefits are not always evident. This study explores the challenges and opportunities faced by urban parks in developing countries through a comparative analysis of Janmeda Park and Entoto Park in Addis Ababa, Ethiopia. The research assesses key dimensions, including accessibility, sociability, comfort, image projection, and management/maintenance. These elements are vital for understanding how well urban parks serve their communities and contribute to urban development. While Janmeda Park, despite its historical importance, struggles with physical and operational challenges, Entoto Park’s well-designed amenities, management, and safety provide a model for future park developments. The study offers recommendations to improve urban parks, such as enhancing accessibility, fostering sociability, ensuring user comfort and safety, strengthening image projection, integrating cultural and historical elements, and improving management and maintenance. It also highlights the importance of monitoring and evaluating park performance. These recommendations aim to guide urban planners and policymakers in enhancing urban parks, thereby supporting community well-being and promoting effective urban development. The insights provided are intended to inform better practices for urban park planning and management, contributing to more vibrant and functional green spaces in developing cities.
Navigating priorities: Assessing the challenges of curriculum reform in Turkish Urban and Regional Planning Schools
Get PDFPlanning departments in Türkiye recently witnessed a boom. In less than 20 years, the number of universities offering urban planning programs increased from a dozen to 45, most accepting students with limited resources. Urban planning education has faced many challenges over the last two decades, and offering education with limited resources carried this problem to another level, increasing concerns among scholars about the quality of the education and the learning outcomes a planner should possess at graduation. While planning schools in Türkiye deals with the issues above, global debates in planning education revolve around integrating topics such as climate change, inequality, informality, and decolonization into the curriculum. This study aimed to reveal to what extent global issues find their way into Turkish planning school agendas in an environment where more pressing matters threaten the quality of education. To look further into this issue, all documents published by TUPOB (Türkiye Planning Schools Association) since its foundation were analyzed, and seven in-depth interviews with TUPOB members were conducted. A predominantly qualitative approach was utilized. The findings suggest that the lack of resources is the most critical problem for urban planning schools, followed by insufficient teaching faculty. The curriculum updates and integration of global issues such as climate change and urban poverty come later in the priorities list. This research showed that concerns regarding resources and lack of standards take precedence over global discussions in planning curricula
A reading of \u27place attachment\u27 in spatial perception: The case of KTU department of architecture
No full textThe concept of space, the fundamental object of architecture, is perceived through sensory experiences, with prior spatial experiences playing a significant role in this process. Cultural diversity leads to variations in the spatial behavior of societies in different geographies, meaning that individuals experiencing the same structure may connect space, meaning, and place in diverse ways. This research builds upon Edward Relph’s Place and Placelessness, which examines the phenomenological dis-course on "how places are experienced and how they change." It focuses on the concept of "place attachment," defined as the emotional, cognitive, and behavioral bond formed at the intersection of the experiencing body and the experienced space. The Architecture Department at KTU, recognized for its accessibility and its role in training students proficient in architectural terminology and skilled in designing future spaces, has been selected as the focus of this study. The research aimed to derive semantic interpretations of the physical, emotional, and social dimensions of place, following the three categories Relph used in his analysis of place. A semi-structured interview technique with predetermined open-ended questions was employed, and participants were asked to create memory maps based on the building plan. Data analysis provided insights into how users perceived the study area, identifying spaces where a sense of attachment was strong. Conversely, areas perceived as "non-places," evoking a sense of being "out of place," were highlighted. Suggestions were offered for improving such negative spaces and guiding future research
Office market adjustment to alternative workplace strategies
Get PDFRegional CGE models have been a valuable tool for regional development and regional policy analysis and can have valuable applications in real estate analysis as well. This paper describes the Colorado Real Estate (CO-RE) Computable General Equilibrium (CGE) model and its application to the analysis of the impacts of alternative workplace strategies (AWS) such as office hoteling on regional property markets and the regional economy. AWS, modeled as a productivity-enhancing “technological” improvement that reduces firms’ office space requirements, is shown to spur investment in non-office sectors through a positive impact on local economic growth. The impact on local government finances may be negative due to falling office property values. The impact of a sudden, permanent drop in underlying demand for office space by office-using sectors includes dramatic if sluggish decreases in rents and increases in office vacancy
Can basic design be the base of urban planning education?: A case-oriented quantitative measurement model
Get PDFThe study of design is considered as a scientific activity; however, the integration of urbanism with design thought has remained limited, which can easily be observed in the contemporary urban areas, especially in the developing countries. Thus, increasing design thinking ability and the integration of spatial planning should be a priori within urban planning and design education, and thus be practiced preventing the emergence of chaotic urban spaces. The widespread view is that basic design education increases the planning and design skills of students; therefore, it is offered during the first stage of planning education. Within the scope of the basic design courses, students experience using and transferring the formatting tools such as line, stain, texture, color, volume, light-shadow, abstraction, and perspective effectively. They learn design principles such as suitability, unity, sovereignty, contrast balance, repetition, direction, measure, range, value, motion, and hierarchy. Gestalt visual perception principles adopted by the Bauhaus school of design are often applied in basic design education. The process is completed by providing technical drawing lessons on principles and abstraction parameters. Teaching is a planned process, and objectives are determined through the cognitive-affective and psychomotor learning areas known as Bloom’s Taxonomy of Learning Domains. So, is the current education paradigm accurate and measurable? Is it possible to utilize it to improve planning and design education? For this purpose, this study researches the contribution of basic design learning outcomes to the urban planning studios and the relationship between achievement levels of students in relevant courses through knowledge and attitude tests. The research model is a case study, based on the relational analysis of quantitative data, which quantitatively propounded that the relationship between two different teaching processes is linear and positive