No abstract

Community participation is an essential issue in heritage management. The international heritage organisation ICCROM published a guidance document discussing people-centred approaches to heritage management in 2015. Cultural heritage management is recommended to be carried out through a community participation process. Despite the growing literature on community participation in cultural heritage management, little research has been done on comparing Chinese to international approaches. Although in China several pilot projects have conducted effective community participation and achieved excellent outcomes. This paper aims to fill this gap by providing an overview that compares and discusses the similarities and differences between Chinese and international approaches. A systematic literature review of the state-of-the-art was conducted to explore these differences based on four themes: engaged communities, participatory methods, degrees of participation and steps taken within cultural heritage management. This review concludes both Chinese and international practices seek to collaborate with and empower local communities in their approaches, with Chinese pilot cases, such as Tianzifang in Shanghai. However, in general, Chinese cultural heritage management is government-led, in which community participation is happening to a minimal degree. China is encouraged to learn from international practices when developing contextualised management approaches, to better face the challenges of rapid urbanisation.

Urban planning and design play a central role in determining the quality of the built environment and how families with children can access and use public space. However, there remains an ongoing need to clarify the role in supporting children's involvement in planning. This paper carries out a systematic literature review of 30 publications between 1990-2017 to address and review the current state-of-the-art on participatory approaches within urban planning to create child-focused urban environments, Through the review, this paper aims to conceptualize existing approaches of involving children from different age groups, methods used, and the role ascribed to children in planning.

No abstract

The world is now an urbanized planet with 95% of the urban population growth predicted to occur in cities of the developing world by 2045. One of the challenges of rapid urbanization in the 20th century is the burgeoning growth of urban poverty and slums, both spatially and demographically. Currently, one third of the global urban population lives in slums (UN-Habitat, 2003), with this number predicted to increase, causing an "urban tsunami" (Forman, 2008). Although many of these areas are considered "unplanned" or fringe areas, these peripheral urban landscapes are characterized by houses built on land for which the ownership is typically in question. The urban form is traditionally called spontaneous, irregular, informal, illegal, or squatter settlements. Although the study of slums has been predominantly focused on policy, housing and land tenure, and urban poverty, analyzing their morphological distinctiveness adds considerable potential to planning for site-specific design or policy responses (including mobility, access, and services) for these areas in the contemporary city. Although informal settlements can be seen as a response to certain socioeconomic conditions (UN-Habitat, 2003), they are also tied to factors such as the growth limit of the broader city (built-up area) and the terrain and steepness of land and building conditions (Appadurai, 1996; Benton, Castells, & Portes, 1989; C. Gilbert & Vines, 2000). Within informal settlements, the blurring of boundaries between questionable property ownership and right of use, access to infrastructure and hazardous site, function and form, and public and private spaces, introduces a set of dynamics that existing methods of morphological study do not sufficiently address. If informal settlements are potential sites of future city growth, more attention should be paid to their distinct morphological characteristics. As an established field of study, urban morphology expanded on three broad geographical differentiations within the broader city (Conzen, 1958; Whitehand, 2009). First, the separation of function, form, 760375S GOXXX10.

This paper outlines the role of urban design in the relationship between public space and families with children. The quality of outside play in urban and suburban spaces is crucial for the physical, social and cognitive development of young children. By analysing three important daily living domainsstreet, green spaces and play spacesthrough observations, surveys, workshops and interviews in the city of Eindhoven, The Netherlands, the paper discusses the increasing need for family-and child-directed consumption spaces in city areas. The data also reflect that though there are processes in place that are progressively contributing towards the inclusion of changing urban lifestyles, concerns on importance of outside play, public green spaces, and safety remain high. It is argued that the role of design along with child-friendly indicators and locally important factors need to be better strengthened when planning future family-friendly city spaces. Initiatives such as co-creative design of public space with children and parents, bottom-up neighbourhood design initiatives (e.g. child friendly routes) are some examples. This paper points out the wider significance of spatial transformation of the city's needs to accommodate various demographics and requirements.

In order to construct a shared body of knowledge, research involving the relationship between the psychosocial learning environment (PSLE) and the physical learning environment (PLE) needs a commonly-accepted conceptual framework. By means of a thematic literature review, we collected the main aspects of the PSLE and PLE, their definitions and their relations as identified by earlier research. These findings led to a conceptual framework that structures the dimension of the PSLE into the sub-dimensions of personal development, relationships, and system maintenance and change, and the dimension of the PLE into the sub-dimensions of naturalness, individualisation, and stimulation. For each of these sub-dimensions, the framework distinguishes an intended, implemented and attained representation. A conceptual PSLE-PLE Relationship (PPR) model enables relations to be visualised. The review confirms that PSLE and PLE are interrelated in interactions between different sub-dimensions and their representations. However, evidence regarding these relationships is still weak because of the limited number of studies and their methodological limitations.

By conceptualizing a link between the cycling experience and the associated methods in understanding the former, the perspective of a cyclist is highlighted as an opportunity for research in urban design. A systematic review of 20 empirical papers across a variety of disciplines covering both walking and cycling experiences was conducted. This paper links social, sensory and spatial experiences, and connects these experiences to textual, visual and evaluative methodologies. This paper proposes how cycling can be considered in design research; it also provides an insight into how various methods enhance our understanding of cyclists and their surroundings.