Purpose -The purpose of this paper is to present a case study of the legislative creation of high rise and master planned communities to provide a common basis for future discussions, research and international comparison in the field. Design/methodology/approach -The case study addresses relevant legislation in the Australian state of New South Wales. This has been a model for that in other jurisdictions, including Singapore, the UK and the Dubai International Financial Centre. The legal terms and their significance are discussed in a way that is comprehensible to both lawyers and non-lawyers. Findings -The legislation is shown to have achieved a range of outcomes that are not possible in ordinary Anglo-Australian property law. For example, it has created governing "bodies corporate" which regulate communities with private by-laws and facilitates the continued enforcement of detailed architectural guidelines imposing a master plan.Research limitations/implications -The research describes the legal framework for the creation of communities in a single jurisdiction. More research is needed on the specific way that legal structures hinder or promote satisfactory community living in this and in other jurisdictions. Originality/value -The paper will aid discussions between a range of academics and practitioners working on high rise and master planned communities. It will assist communication between lawyers and non-lawyers, providing a clear description of the significance of legislation in the creation of communities. It will facilitate transnational discussion, as differences in legal systems and inconsistent terminology are a barrier to effective communication and common understanding.
Food gardens are an underdeveloped resource for teaching and research in Australian universities. While some campuses have food or botanical gardens, outside the biological or physical sciences food growing is not routinely incorporated into mainstream curricula. This article investigates why and how we might change this. It examines universities’ traditional reliance on classroom-based, non-experiential learning, which preferences reading and writing over doing, particularly doing anything outdoors. Questions are raised about the implications of this approach for environmental education and graduate environmental literacy. The article then explores the example that United States campus food gardens provide other universities, as well as the process of creating food gardens for teaching and research at a high-density campus in Sydney, Australia. The article ends by postulating lessons students and staff might learn about food systems, sustainability and green cities, when food growing is incorporated into teaching and research. The article aims to inspire academic staff, particularly outside the biological sciences, to instigate campus food gardens to increase graduate environmental literacy.
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