Suchergebnisse

Despite global urbanization, not all cities have increasing populations. While not homogenous, shrinking cities arguably have different opportunities and challenges for green space than growing cities. This article reports a structured content analysis to investigate how urban green space planning evolved in two case study cities: Buffalo (New York, US) and Porto (Portugal). These cities both underwent shrinkage and suburbanization but with very different green space planning histories. The concept of green infrastructure is used as a lens to analyze green space planning change, specifically focused on multifunctionality. The aim of investigating how objectives and priorities for planning green spaces change during a period of urban shrinkage, and particularly what functions these cities have assigned to green space, showed that, over time, green spaces were expected to produce more ecological functions in both cities, and, particularly in Buffalo, contribute to the economic and demographic outcomes of the city. Overall trends in green space planning appear to have played a role but we find shrinking cities may leverage green space to meet unique needs. These findings contribute to the literature by addressing how shrinkage affects not only vacant areas but also overall green space planning, as well as suggesting that general green space planning studies should consider demographic change as a relevant context factor.

High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus. Inclusive college programs typically provide support in academic, employment, and independent living domains but often neglect building skills encapsulated under "personal development." This paper describes a unique personal development model of support with aligned theoretical underpinnings and interdisciplinary practices derived from social work, counselor education, and education fields.