LED2LEAP 2020 - Freising Team 2
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Landscape Democracy Rationale
- Why do you think this community context is relevant from a landscape democracy perspective? What is your hypothesis considering the landscape democracy challenges?
We believe that we can solve the problems in question in order to Democratic landscape perspective in Freising.
It means that there is capacity to see the broad picture on Integrated actions at the landscape scale in Freising which allow groups to evolve dynamically.
ASSUMPTIONS:
All communities and Voices are equel.
Individuels have the ability to make changes.
Every group has its own values.
Location and scope
- The Location is located in Freising.
- Our main focus area is the old town of Freising.
Phase A: Mapping your Community
Groups of actors and stakeholders in your community
- Which groups/sub-communities are there? What are their needs and aspirations with regard to the landscape? Which groups are more visible? Which are less visible? What do we not know?
SOCIAL GROUPS:
- political actors (Political parties, politicians )
- NGOs ( Environmental “German Environmental Aid Association”, social ”Caritas”, health “Gesundheitszentrum Kneippgarten”, Human rights … ) ( Non-profitable )
- public groups ( elderly, parent students, , single parents, adolescents ,International students, )
- Brands’ customers ( Apple, Adidas, Nike, ..etc )
- competitors ( sports clubs )
Needs
Income Increase
+
Social Connections
+
Better connection to public transportation
+
Housing Facilities
Aspirations
Better life conditions
+
Be more involved in Society
+
Financial support
+
Social Support
+
connection with other single parents
+
More Job opportunities
+
Increase the number of bus stations
+
Easier renting process
_________________________________________________________________________________________________________________________________
LOCAL STAKEHOLDERS:
- Retailers
- Breweries
- Associations ( City Marketing Association, Inner city management Association,City Economic Development Agency,.... etc)
- Religious Organizations
- Profitable Organizations.
Needs
Investment
+
Financial Stability
Aspirations
More Income
+
More Effective role in life quality Development
+
Growing business with higher profits
+
More social Impact on people’s lives
_________________________________________________________________________________________________________________________________
*EXTERNAL STAKEHOLDERS:
- Financial stakeholders: (Banks, Shareholders, Insurance Companies, Construction Companies)
- Governmental Groups: (National Authorities ( Mayor, City Council, ... etc), Government offices, Education System, Health System)
Needs
social support
Aspirations
More development for both economical and social sector
+
Better life and health for all citizens
+
Better education system
Location and spatial characteristics
Socio - Economic characteristics
WHICH GROUPS ARE THERE?
Relationships between your actors and groups
- How would you describe the power relationship between the groups?
the external groups and Finantial Stakeholders express the need for power to do so direct and promote themselves. It is expressed by financial or political expressions .
- Which groups may have shared interests and which are these?
Social Groups and and Education system express have similarities in various members.
NGOs and Government have some Influences of social groups on each other based on attribute value.
TYPES of RELATIONSHIPs:
- INTERACTION: Contacts, Emails, Buys
- ATTRIBUTIONS: Influences, Trusts, Friends
- AFFILITIAN: Similar, Member, Part of, Depends
- FLOWS: Immigrates, Commutes, Feeds
SHARED INTERESTS:
- common objectives
- common goals
- well-integrated manner
POWER RELATIONSHIP :
- Authority
- Leadership
- control tend to be preferred
CONFLICTS
It exists as a latent rather than manifest characteristic of society.
A conflict of interest or power is a situation in which a person or organization is involved in multiple interests, financial or otherwise, and serving one interest could involve working against another. Typically, this relates to situations in which the personal interest of an individual or organization might adversely affect a duty owed to make decisions for the benefit of a third party.
RELATIONSHIPS BETWEEN GROUPS (Cluster Analysis)
POWER, CONFLICTS,SHARED INTERESTS
Summary of your learnings from the transnational discussion panel on April 22
On April 22 you will present the PPT version of this first assignment to other seminar groups working in other geographical community contexts.
- Cluster Analysis:
to realize and visualize:
The similarities and differences of various community members
The Influence of groups on each other based on attribute value.
- POWER, CONFLICTS, INTERESTS MATRIX
REFLECTIONS
Theory reflection
We have seen so far that ‘democracy’ is a complex concept including at least three different sets of values drawing in different directions. Self-determination focuses on the promotion of free scope for autonomous individuals. Codetermination demands equal consideration or access to infuence on common decisions. Respect for argument stresses the need to justify wishes and requests with reasons one expects to be acceptable to all. The frst part of the Demorcy is the quest for democracy, followed by various methods that may be applied in order to make landscape decisions more democratic. We used this Method as a means of involving stakeholders in the democratic process of defning goals and objectives in local landscapes.
References
- https://www.ukessays.com/essays/education/stakeholders-into-primary-and-secondary.php
- https://subjecto.com/stakeholders-mapping-and-power-interest-matrix
- Juliane Schütt, Katharina Löhr, Michelle Bonatti and Stefan Sieber, Conflict Causes and Prevention Strategies at the Society-Science Nexus in Transdisciplinary Collaborative Research Settings: A Case Study of a Food Security Project in Tanzania, Sustainability, 10.3390/su11226239, 11, 22, (6239), (2019).
- Moura, H.M. and Teixeira, J.C. (2010). Managing Stakeholders Conflicts. In Construction Stakeholder Management (eds E. Chinyio and P. Olomolaiye). doi:10.1002/9781444315349.ch17
- https://www.bayer.com/en/stakeholder-dialogue.aspx
- https://www.hier-sind-die-fakten.de/de/aktueller-stand-zu-den-stakeholder-listen-von-monsanto.aspx
Phase B: Democratic Landscape Analysis and Assessment
The Scene in your Story of Analysis
1- Landscape democracy challenge :
Lack of green spaces and recreational areas in Altstadt of Freising
lively historic center of the cathedral city between Domberg and Weihenstephaner Berg.
This layout of Altstadt from 1159 has been largely preserved to this day.
2- Description of the physical historical scene :
1- The center of this historical story started while Domberg was officially confirmed as a bishopric in 739 AD, in the 9th and 10th centuries the civil town at the foot of the Domberg gradually emerged as a suburbium.
2- The most popular square in Freising is Marienplatz where all city festivals are celebrated with the highly visible Marian column from 1674.
3- The colored building’s facades with detailed decorations of Gothic and Baroque palaces along the old town streets.
4-At Marienplatz is located the baroque Asam museum, the former prince-bishop's college.
5- Rathaus in Marienplatz was built in 1904 in the style of old German official buildings from the late Middle Ages and the Renaissance.
6- Behind Rathaus it is located Gothic St. Georg church.Its tower go up the 84 meters and it is considered one of the most beautiful baroque towers in old Bavaria.
3- Socio-economic and political characteristics :
1- Marienplatz is considered a very popular meeting place for locals and guests in Freising.
2- Along the Altstadt streets there are beautiful boutiques, shops, cafés and restaurants with a length of around 960 meter on the main street.
3- In the Altstadt is located 8 different bank branches in one old street.
4- Contextual elements
1- Historical background
2- Marinplatz & Rathaus
3- Domberg
4- St. Georg church
5- Shops & Restaurants
6- Banks
7- Gothic and Baroque building’s facades
Freising Altstadt Scene
Scene Introduction
The Actors in your Story of Analysis
- Describe the characters and their role in the story. Are they major or minor characters? Are there any key relationships that need to be defined?
- add the corresponding visual from your presentation to the image gallery below
Stakeholder and key actors
Women & Girls, Couples, Famlies, Teenagers, Students
Roles of Actors
Secondary Character, Main Character, Flat Character
Their Acts
Dynamic, changing, Static, unchanging,Stock
Actors Introduction
FIRST LIFE
The Story of Analysis
Telling the Stories
Story 1: Lokee Toko
Story 2: Mrs. Deller
Story 3: Families
Story 4: Women
Story 5: Students
Story 6: Girls
Story 7: Couples
Story 8: Girls & Women
Story 9: Teenagers
Reflect on your Story of Analysis
WHO-Landscape analysis on countries’ readiness to accelerate action (COUNTRY ASSESSMENT TOOLS)
The Landscape Analysis Country Assessment Tool consists of tools for:
- Desk review and stakeholder mapping tool. The desk review and stakeholder mapping will serve as an important point of references.
- Data collection. questionnaires to conduct interviews at field level.
- Data analysis. The analytical framework provides indicators for commitment and capacity to accelerate actions
Reflection to the Previous Phase
Phase C: Collaborative Visioning and Goal Setting
The Scene in your Story of Visioning
- Reiterate your landscape democracy challenge, by making a problem statement based on your landscape evaluation and the results of your Phase B assessment. Describe your challenge by digging further into the the physical scene and the community associated with this place.
- add the corresponding visual from your presentation to the image gallery below
Challanges
The Actors in your Story of Visioning
- Describe the particular characters that are going to participate in the visioning phase. Why were they chosen to participate and where will the visioning phase happen?
- add the corresponding visual from your presentation to the image gallery below
Visioning Proccess
The Story of Visioning
- Describe the crux of the story. How did the actors engage in collectively developing the goals, and what was the process involved in prioritizing them? Slide 1
- What is the visualization, the actual vision, that expresses the synthesis of these prioritized goals? Slide 2
- What is the strategy that was built for attaining one of these goals, the three year plan of action? Slide 3
- add the corresponding visual from your presentation to the image gallery below
Story Telling 1
Strategy
three year plan of action
three year plan of action
Reflect on your Story of Visioning
- What points were most important when formulating goals and what are the common characteristics of a good vision?
- add the corresponding visual from your presentation to the image gallery below
what are the common characteristics of a good vision
Phase D: Collaborative Design, Transformation and Planning
Your Prototyping Action
- What was your prototyping action? What does it represent and how does it relate to your vision from Phase C?
- add the corresponding visual from your presentation to the image gallery below
add a caption
The Evolution of Your Prototyping Action
- Describe the actors who were working together on this action. What was your collaborative design process? What tools or methods did you use to collaborate?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
add a caption
The Plan Behind Your Prototyping Action
- What resources, material and human, did you need to realize your action, and how were they used? What roles were created for this action? Additionally, What kind of timeframe was created for executing the plan?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
add a caption
The Realization of Your Prototyping Action
- What happened, who was there and what was the atmosphere like among the participants?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
add a caption
Reflect on Your Prototyping Action
- In the end, what change did the intervention create? How would you adjust it to be more effective if you did it again? Consider what it means to be successful, what indicators would you use to measure success in this endeavor? Most importantly, how did your intervention reflect the material in the Phase D lectures?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
add a caption
Phase E: Collaborative Evaluation and Future Agendas
Collaborative Evaluation and Landscape Democracy Reflection
- Reiterate your landscape democracy challenge, by listing the relevant UN Sustainable Development Goals. How has the your work with he community this far affect your perceptions of theses goals in regards to the LD challenge? How has your team, or community partner, modified these goals over the course of this course?’'
- add the corresponding visual from your presentation to the image gallery below
- Evaluation scene1.jpg
add a caption
The Actors in your Collaborative Evaluation
- ’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?
- add the corresponding visual from your presentation to the image gallery below
- Evaluation actors1.jpg
’'add a caption
Reflection of the Online Seminar
- ’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'
- ’'add the corresponding visual from your presentation to the image gallery belowv
- Evaluation seminar1.jpg
add a caption
Reflection of the Living Lab Process
- ’'How did COVID-19 affect the living lab and it’s activities. Were you and the community satisfied with them? What were the greatest outcomes, outputs and impacts of the project? What indicators did you use to evaluate them?’'
- add the corresponding visual from your presentation to the image gallery below
- Evaluation process1.jpg
add a caption
Your Living Lab Code of Conduct
- ’’What were the main values driving your lab, and what ground rules were set up as a result of that same reflection?’’
- add the corresponding visual from your presentation to the image gallery below
- Evaluation conduct1.jpg
add a caption
Process Reflection
- Reflect in your intercultural and interdisciplinary team on the outcomes of your study
- Which limitations were you facing?
- What have you learnt from each other?
- What would you do differently next time?
- You can also use diagrams/visuals
- 250 words text