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2.1. R&D Studio
The course element includes 5 sessions. A more detailed program will become available on Brightspace prior to the sessions.
Week 1: Pre-recorded tutorials on advanced GIS tools for regional analysis (no scheduled lectures/workshops) Week 2: Urban Metabolism: Mapping regional fl ows Week 3: Understanding regional spatial structure and analytical tools for regional design development Week 4: Q&A session on advanced GIS tools for regional analysis Week 6: Planning tools and governance in support of sustainable regional development Week 7: The Great Planning Game
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2.1.6 CAPITA SELECTA
The lecture series Capita Selecta introduces spatial planning as an approach that seeks to resolve pressing socio-spatial problems in regions while simultaneously considering the divergent concerns and voices that any intervention in the built environment will cause and raise. Experiences from in particular Dutch spatial planning, and territorial governance are used to demonstrate how spatial planning can succeed and what the roles of visions, strategies and designs are in the endeavour.
The main aim of the series is to assist students in the formulation of critical regional design proposals. To use design-led approaches in the realm of planning is a well-established practice in the Netherlands. Design, as an exploration of desirable spatial futures, is expected to enhance the technical quality and comprehensiveness of plans, to clarify and mediate political agendas, to increase organisational capacities for desirable spatial change and to improve the effi ciency and legitimacy of planning. However, interrelations between design and planning are diverse, change over time and place and in accordance to diff erent planning systems, cultures and traditions. To let designs perform in politics and planning requires a sophisticated understanding of existing planning regimes and a detailed anticipation of the relevance of designs in this context. By introducing exemplary design and planning approaches, the series enables students to foresee the kinds of agreements and controversies that their designs may cause as well as to invent design-led approaches to the resolution of confl ict.
The series includes 6 lectures and debates. These will be given during week 1 of the quarter, in order to prepare students for their assignment. Besides, one extra session in week 6 on group work is not content related, but will help students to refl ect on the process of regional design development in the studio team. A more detailed program will become available on Brightspace prior to the sessions.
Week 1:
Planning and design challenges in Southern Holland The practices of regional design in Southern Holland Transition management towards a more circular economy in Southern Holland The port and the city-region Landscape-based Dutch regional design Urban Metabolism Rotterdam
Week 6:
Peer-review on group work
2.1.7 DIDACTICS
The pedagogic model of this quarter is based on observations of how regional design is used in practice. Regional design is an explorative search for solutions to complex problems in the built environment. It is shaped by iterations of research/analysis, design and refl ection. Regions are ‘fuzzy’ spatial constructs; they usually lack clear spatial boundaries and are composed of multiple dependencies that stretch over a variety of scales. Students are encouraged to deal with this nature of regions through a continuous engagement with multiple scales. Regional design proposals derive meaning from a spatial and institutional context. A recognition of spatial, social and societal development trends, prevailing planning and political systems and existing institutions is essential in the making and positioning of designs. Recognition is enhanced by frequent critical discussion. Regional design is a collaborative eff ort. Students distribute roles and tasks throughout the design process. They share and discuss knowledge and ideas voluntarily.
The regional design process is started by an analysis of regional spatial structure and planning policy in the Southern Holland region in week 1. Analysis is carried out by individual students who contribute to larger and shared knowledge base. In week 2 initial design ideas and concepts are developed on the ground of this knowledge base and by groups of students. In the weeks thereafter ideas and concepts are further developed into a vision, based on analysis and diagnosis of issues. After the mid-term presentation, from week 6 onward the making of a development strategy stands central. To achieve good end results a distribution of roles and tasks is specifi cally essential in this phase. Tutors encourage distribution actively.
Student drawing from the course of Research & Design Methodology for Urbanism
Instructors
Name: dr. Roberto Rocco E-mail: R.C.Rocco@tudelft.nl
Name: dr. Marcin Dabrowski Email: M.M.Dabrowski@tudelft.nl
Course Load: 140 hours
Contact Hours: 32 hours Independent Study: 108 hours
Objectives and guiding principles
The course Methodology for Urbanism runs parallel to the Q3 studio. It is one of the central elements of the quarter. It prepares you to do academic research that will support and provide a solid theoretical foundation for your work in the studio. The course has two components: 1. It will give you an introduction on fundamental research skills, help you to build a conceptual framework, and teach you how to organise and write an academic report (this is fundamental knowledge also for your graduation project!). 2. Moreover, the course will introduce you to some of the key theoretical issues underpinning much of the current debates in urbanism, including topics of socio-spatial justice and transitions to sustainability.
This course is diff erent to the studio because here you will focus on traditional academic research skills and methods, which complement the less traditional and designerly forms of research you will use in the studio. This connection between traditional and non-traditional (design-based) forms of research is one of the characteristics of education and research in the Department of Urbanism of the TU Delft.
In connection with the fi rst component (organisation of the report and conceptual framework), the methodology course will help you: • EXPLAIN what a conceptual framework is; • BUILD a conceptual framework that will sus¬tain your research and design in Q3; • IDENTIFY a community of authors and practitioners who write about the core ideas of your theoretical framework; • DESIGN, ORGANIZE and WRITE an academic report, in which you will describe what are the main questions you will seek to answer in
Q3 and the best meth¬ods to answer them; • EXPLAIN the values connected to and the ethical issues involved in the activity of plan¬ning and designing for people and explain what public goods are created with your design and strategy.
In connection with the second component (sociospatial justice and sustainability), the methodology course will help you: • EXPLAIN main issues of socio-spatial justice and sustainability in relation to issues of socio-technical transitions in urban and regional design and development; • BUILD upon those concepts to formulate your research questions, your conceptual framework, and your objectives; • CRITICALLY ASSESS issues of urban and regional planning and design using ideas connected to those concepts and to ethical concerns in planning and design.
In other words, formulating a regional design that includes those concepts is a task you will carry out in the studio. The methodology course can help you clarify those concepts and make them operational. Being able to formulate your own problem state¬ment, research questions and methodology is one of the goals of the Urbanism Master. You should be able to design your research in a sound way. The conceptual framework is the foundation on which the whole research and design are based.
Following Kurt Lewin’s maxim “There is nothing as practical as a good theory”, you will be able to build up your conceptual framework in order to be able to address practical spatial problems. This is because a theory is a “knowledge framework”, around which you can build your own ideas, be inventive and innovative, and add to existing knowledge (instead of reinventing the wheel). Another issue we put a lot of emphasis on is COMMUNICATION. Today’s planning and design are about your ability to do research on the pressing societal issues of our time, and to co-create with stakeholders. Communication skills are central to planners and designers today.
The guiding concepts underlying this course are: • Urbanism is a trans-disciplinary fi eld of study and practice and there are diff erent logics of enquiry involved belonging to the human sciences, to the physical sciences and to design.
These logics of inquiry conceive questions and methods diff erently. It is necessary to clarify these diff erent logics of inquiry, their diff erent questions and methods, and how they can work together, in order to be able to do research in Urbanism. • The model of knowledge-building used in this course is communicative/inter-subjective.
We assume that all knowledge is constructed inter-subjectively. Knowledge needs to be communicated, discussed, challenged in order to be validated, tested, and integrated in existing knowledge. Hence the emphasis on communication. • There are diff erent ways to achieve knowledge and students and teachers need to discuss and clarify which ones are valid, relevant, ethical and eff ective for Urbanism. For instance, there are diff erent ways to do research in design-based practice: how to connect design research with other (more academic) ways of doing research?
Ultimately, the course operates as an introduction to several issues you will have to deal with in your academic and professional life, such as: • Issues of validity and relevance of knowledge; • Underpinning of claims in spatial planning and design; • Integration of research and practice; • Integration of text and image (communication); • Formulation and communication of original knowledge.
The normative theoretical dimension
Apart from research skills, the methodology course introduces a set of theories that underpin the planning and design activity: sustainability and socio-spatial justice. These two areas of study are at the core of planning and designing for people today, and are connected to the current trends in planning theory and practice, especially the ‘communicative turn in planning’ described by scholars such as Patsy Healey and John Forester: a way of doing planning that relies heavily of ‘communicative rationality’.
While theory is covered in other courses, in the methodology course we introduce the basic paradigms, so that you have a theoretical foundation to apply the academic research skills we wish to introduce to you in relation to the practical design assignment of the studio. In discussing theories of sustainability and spatial justice, we will also develop ideas about ethics and your role as a planner and designer in society.
Mission
Our mission is to help students develop a critical mind to be able to assess and act on spatial development and design issues in an increasingly complex world. We do this by: • Discussing the role of theories for design and planning practice; • Clarifying the ways in which theories are translated into practice in diff erent domains (notably in the social sciences, in the physical sciences and in the design and planning practices);
• Clarifying the role and the importance of design for planning practices and vice-versa and; • Promoting active engagement of students in discussions, simulations and role-playing games.
Evidence-based Urbanism
One of our claims is that planners and urban designers sometimes have an irrational belief in the eff ectiveness of their own ideas, often without evidence or research that supports them. This often leads to false claims about the eff ectiveness of plans and designs. By enabling you to refl ect on the relationships between research, design and planning, we expect you will be more rigorous and responsible in your practice. We also expect you will refl ect on your role in the society and the ethical dimensions of the profession. We want you to do “evidence-based” urbanism that is also creative and innovative.
Course structure
The course is organised in seven interactive sessions, each of them blending methodological and theoretical content, covered in lectures, debates, and groups exercises. The structure is as follows:
WEEK 1 (11 FEB): THE EARTH IS ROUND.
Introductions / Introduction to philosophy of science / Introduction to sustainability (environmental, economic and social) / sustainability transitions;
WEEK 2 (18 FEB): THE IDEA OF JUSTICE.
Starting up your research / Building up your methodology and choosing research methods / Conceptual framework/ Introduction to the theory of spatial justice; (guest: dr Caroline Newton)
WEEK 3 (25 FEB): ATTENTION, PLEASE!
From problem statement to research and design objectives / Introduction to governance / How to make just sustainability transitions happen; WEEK 4 (4 MAR): I HAVE A DREAM. Basics of academic writing / Visioning and values in planning;
WEEK 5 (8 MAR): SEEING LIKE A STATE.
Communication and dissemination of your work / Theory of socio-technical and policy change / Urban impacts of major structural shocks: discussing COVID-19 implications for planning and designing spatially just cities and communities; WEEK 6 (18 MAR): IT’S A DEAL! Sustainable Development Goals and the European Green Deal: discussing the role of planning and urban design/ From policy transfer to policy translation: pitfalls of learning from best practice from elsewhere/ Presentation skills ;
WEEK 7 (25 MAR): DO ARTEFACTS HAVE
POLITICS? Ethics in urban planning and design / Tutorial on report structure / (guest: Professor Filippo Santoni de Sio, TBM).
Assessment
You will need to write a research and design report for the studio, comprising diff erent elements that will be carefully explained to you. You will also be given a template to follow. This report is your fi nal report for the whole Quarter 3, where you are going to explain the context in which your project happens, reveal what problems, issues or opportunities you have identifi ed, the theories and concepts you are using, the methods you are employing and the relevance of your work, among other items.
All the work will be done in the same group as the studio and you will be graded as a group.
For this reason, it is important that you solve problems concerning potential “free riders” as soon as possible: the workload must be fairly shared among members of the group.
Within the report, there are 3 diff erent elements that will be assessed separately: • The academic structure and quality of the report as a whole, including academic writing skills, citations, references, sourcing, etc; • The group refl ection on ethics, values and public goods (part of the report above); • The conceptual framework (also part of the report above).
The conceptual framework is a chapter of the report you will write following academic conventions. These conventions will be explained to you. A conceptual framework refers to how you understand and apply several complementary / integrated theories in your work. In order to do any research and design on complex urban issues, you will need to read a bunch of diff erent authors. These authors work with diff erent theories. As we have already explained, theories are “systems of ideas” that explain something in terms of general principles. What is important for you to know is that a ‘theory’ doesn’t come from thin air. It is based on a hypothesis about a certain observable phenomenon, the testing of that hypothesis and the formulation of generic principles that may or may not apply to other similar cases. In your work, you will probably work with several theories at the same time, and you will probably wish to integrate them and apply them to your work. The explanation of this process is called “conceptual framework”.
Apart from the main product (the fi nal Q3 report), you will also need to deliver one exercise per session of the Methodology course. The exercises are individual and have a double function: they serve as an incentive for you to be present in all seven methodology sessions and they prepare you to deliver elements of the fi nal report.
Deliverables
• Report = 50% of the grade; [a rubric is provided to you separately] • Refl ection on ethical issues, values and public goods addressed (part of the report): 10% of the grade; • Conceptual framework (part of the report): 30% of the grade; • Eight in-class exercises: 10% of the grade (the minimum number of exercises submitted to pass the course is 6).
You need the grade of the Methodology Course to be able to go the graduation year.
Methodology of Urbanism: Triangulation of input, output and assessment
Learning outcomes Session Output Assessment
Learning outcomes Session Output Assessment EXPLAIN what a conceptual framework is; SESSIONS 1, 2 Chapter in fi nal report 30% of the grade evaluated in report. Rubric is available.
BUILD a conceptual framework that will sustain your research and design in Q3; IDENTIFY a community of authors and practitioners who write about the core ideas of your theoretical framework; DESIGN, ORGANIZE and WRITE an academic report, in which you will describe what are the main questions you will seek to answer in Q3 and the best methods to answer them; EXPLAIN the values connected to and the ethical issues involved in the activity of planning and designing for people and explain what public goods are created with your design and strategy. EXPLAIN main issues of socio-spatial justice and sustainability in relation to issues of socio-technical transitions in urban and regional design and development; BUILD upon those concepts to formulate your research questions, your conceptual framework, and your objectives; CRITICALLY ASSESS issues of urban and regional planning and design using ideas connected to those concepts and to ethical concerns in planning and design. SESSIONS 1, 2, 7 Chapter in fi nal report same as above
ALL SESSIONS Whole Report 50% of the grade
ALL SESSIONS Whole Report Same as above
SESSIONS 1, 2, 5, 6 Section in report with ethical and values refl ection 10 % of the grade
SESSIONS 1, 2, 4, 6 Same as above Same as above
SESSION 2, 3, 7 Whole Report 50% of the report
ALL SESSIONS Whole Report same as above
The research plan detailed
The research plan leads to a fi nal report for Q3 [group work]. The research plan and fi nal report must contain the following elements: • a. Title and explanatory subtitle; • b. 300-word abstract; • c. 5 relevant keywords; • d. An in-depth introduction to the problem (issue/ challenge/ opportunity) you are tackling and to the context where this problem occurs; • e. A problem statement summarising the issue tackled (this is a summartu of the issues at hand); • f. Objectives of the research (what does you want to know?) and objectives of the design task (how do you think you can respond to the issue at hand?); • g. A main research question and sub research questions derived from the problem statement and objectives. The research questions must be concise, well formulated and answerable; • h. A conceptual framework (or an explanation of the fi eld of ideas and theories pertaining to the issue at hand, how you integrate them and how you USE them) [30% of the fi nal grade]; • i. A set of scientifi c and design methods connected to the questions raised and that help you answer those questions; • j. The values, ethical issues, the societal contribution of the work at hand and a refl ection on democracy and the implementation of your project [10% of the fi nal grade]; • k. The scientifi c contribution of the work; • l. Recommendations for further research/ refl ection on gaps in your own research; • m. A time frame for the work at hand (planning); • n. A bibliography (references used and references needed to complete the work);
Eight in-class exercises that must be completed during the sessions in Q3 [individual] [10% of the fi nal grade].
Rotterdam. Photography: Pedro Maia
3.1 R&D STUDIO
Students are required to position their design in the Southern Holland policy context. The below listed selection of policy documents includes the most important current visions of national and provincial governments in the Southern Holland region, and documents concerning the intended use of the concept ‘circular economy’ by planning actors.
Obligatory literature
DRIFT & METABOLIC 2018. Zuid-Holland Circulair: Verkenning van Grondstofstromen en Handelingsopties voor de Provincie. The Hague: Provincie Zuid-Holland.
METABOLIC 2018. Circulaire Indicatoren: Een Verkenning voor de Provincie Zuid-Holland. The Hague: Provincie Zuid-Holland.
PORT OF ROTTERDAM 2019. International position as Waste-to-Value Port: Rotterdam circular hub for raw materials transition. Position paper. Rotterdam: Havenbedrijf Rotterdam N.V.
PORT OF ROTTERDAM, RIJKSOVERHEID, PROVINCIE ZUID-HOLLAND, GEMEENTE ROTTERDAM & DELTALINGS 2019. Havenvisie Rotterdam. Rotterdam: Port of Rotterdam.
PROVINCIE ZUID-HOLLAND 2020. Introductie Omgevingsbeleid Zuid-Holland. The Hague: Provincie Zuid-Holland.
PROVINCIE ZUID-HOLLAND 2019. Strategie om te Komen tot een Circulair Zuid-Holland. The Hague: Provincie Zuid-Holland.
PROVINCIE ZUID-HOLLAND 2019. Circulair ZuidHolland - Samen Versnellen. The Hague: Provincie Zuid-Holland.
Recommended reading
CITIES OF MAKING 2018. Cities of Making. Cities Report. Brussels: Cities of Making (CoM).
ECORYS 2019. Zuid-Holland Circulair in 2050: Een verkennende Studie naar de sociale Gevolgen. Rotterdam: ECORYS.
ERASMUS CENTRE FOR URBAN PORT AND TRANSPORT ECONOMICS 2018. Circulaire Macro Economische Scenario’s voor de provincie ZuidHolland. Rotterdam: Erasmus Centre for Urban, Port and Transport Economics (UPT).
GEMEENTE ROTTERDAM 2018. Verkenning Omgevingsvisie Rotterdam. Rotterdam: Gemeente Rotterdam.
MINISTERIE VAN BZK 2020. National Strategy on Spatial Planning and the Environment. A sustainable perspective for our living environment The Hague: Ministry of the Interior and Kingdom Relations (BZK).
MINISTERIE VAN I&M 2016. Nederland Circulair in 2050. Rijksbreed programma Circulaire Economie. Den Haag: Ministerie van I&M.
MINISTERIE VAN I&W 2019. Uitvoeringsprogramma Circulaire Economie 2019-2023. The Hague: Ministerie van Infrastructuur en Waterstaat (I&W).
PORT OF ROTTERDAM 2019. Feiten & Cijfers. Een Schat aan Informatie. Make it Happen. Rotterdam: Havenbedrijf Rotterdam N.V.
PROVINCIE ZUID-HOLLAND 2020. Contouren Verstedelijkingsstrategie Zuid-Holland. Conceptversie 0.6 – 12 november 2020. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2020. Groeiagenda - Samen investeren in duurzaam verdienvermogen en werkgelegenheid. The Hague: Provincie ZuidHolland.
PROVINCIE ZUID-HOLLAND 2020. Impact coronacrisis Zuid-Holland - een scenario analyse. The Hague: Provincie Zuid-Holland.
TNO 2019. De Gevolgen van de Transitie naar een circulaire Economie op de Werkgelegenheid in de Provincie Zuid-Holland. The Hague: Provincie Zuid-Holland (PZH).
TRANSITIETEAM CIRCULAIRE BOUWECONOMIE 2018. Transitieagenda Circulaire Bouweconomie. The Hague: Rijksdienst voor Ondernemend Nederland (RVO).
TRANSITIETEAM MAAKINDUSTRIE 2018. De Transitie naar een Circulaire Economie voor de Maakindustrie. The Hague: Ministerie van Infrastructuur & Waterstaat (I&W).
Websites
The below listed websites give access to important general information concerning the Southern Holland region and applications the concept of ‘circular economy’. Additional maps and links to online mapping resources are available via Brightspace.
TU Delft Maps: https://www.tudelft.nl/en/library/collections/ map-room/ National Geo-register (Nationaal Georegister, PDOK): https://geodata.nationaalgeoregister.nl/ Spatial plans in NL: http://www.ruimtelijkeplannen.nl/web-roo/roo/ index Planning in the province of South Holland: https://www.zuid-holland.nl/onderwerpen/ Nationale Omgevingsvisie (NOVI): https://www.denationaleomgevingsvisie.nl/ home/default.aspx Historical information NL: http://www.topotijdreis.nl/ Statisic data NL: https://www.cbs.nl/ Employment and economy facts & fi gures NL: https://www.lisa.nl/home Dutch environmental assessment agency (Planbureau voor de Leefomgeving) https://www.pbl.nl/ PortCityFutures: https://www.portcityfutures.nl/home History of ports: https://www.portcityfutures.nl/news/port-cityhistory-lectures EU regulation concerning waste: http://ec.europa.eu/environment/waste/framework/
3.2 SPATIAL DEVELOPMENT STRATEGIES (SDS) AND CAPITA SELECTA
The below listed literature supports an understanding of content discussed during the SDS workshops and the Capita Selecta lecture series. All students are required to read the literature as it informs their ‘individual refl ection’.
Obligatory literature
BOSMAN, R., LOORBACH, D., ROTMANS, J. & VAN RAAK, R. 2018. Carbon lock-out: Leading the fossil port of Rotterdam into transition. Sustainability, 10, 2558.
HEIN, C. 2018. Oil spaces: The global petroleumscape in the Rotterdam/The Hague Area. Journal of Urban History, 44, 887-929.
NIJHUIS, S. 2017. Cultivating urban regions through design. In: CATTANEO, E. & ROCCA, A. (eds.) Future landscapes. European experiences in landscape design and urbanism. Milano: Politechnico Milano, Dipartimento di Architettura e Studi Urbani / Regione Lombardia.
TILLIE, N., KLIJN, O., FRIJTERS, E., BORSBOOM, J. & LOOIJE, M. (eds.) 2014. Urban Metabolism. Sustainable Development of Rotterdam, Rotterdam: International Architecture Biennale Rotterdam.
VAN DER LEER, J., VAN TIMMEREN, A. & WANDL, A. 2018. Social-ecological-technical systems in urban planning for a circular economy: An opportunity for horizontal integration. Architectural Science Review, 61, 298-304.
Recommended reading
AMENTA, L. & VAN TIMMEREN, A. 2018. Beyond Wastescapes: Towards Circular Landscapes. Addressing the Spatial Dimension of Circularity through the Regeneration of Wastescapes. Sustainability, 10, 4740.
BALZ, V. E. & ZONNEVELD, W. A. M. 2015. Regional design in the context of fragmented territorial governance: South Wing Studio. European Planning Studies, 23, 871-891.
MANG, P. & REED, B. 2012. Regenerative Development and Design. In: MEYERS, R. A. (ed.) Encyclopedia of Sustainability Science and Technology. New York, NY: Springer New York.
VAN DER BRUGGE, R. & VAN RAAK, R. 2007. Facing the adaptive management challenge: insights from transition management. Ecology and Society, 12, 1-15.
WILLIAMS, J. 2019. Circular cities. Urban Studies, 0042098018806133.
3.3 RESEARCH & DESIGN METHODOLOGY FOR URBANISM
Obligatory literature
These texts that are essential reading for the Methodology component.
CAMPBELL, S. D. 2013. Sustainable development and social justice: Confl icting urgencies and the search for common ground in urban and regional planning. Michigan Journal of Sustainability, 1, 75–91.
European Commission 2019. European Green Deal: Communication from the Commission to the European Parliament, the European Council, the Council, the European Economic & Social Committe and the Committee of the Regions. Available at: https://ec.europa.eu/info/sites/ info/fi les/european-green-deal-communication_ en.pdf
FORESTER, J. 1987. Planning in the face of confl ict: Negotiation and mediation strategies in local land use regulation. Journal of the American Planning Association, 53(3), 303–314.
HEALEY, P. 1996. The communicative turn in planning theory and its implications for spatial strategy formation. Environment and Planning B: Planning and Design, 23, 217-234.
DIETZ, T., OSTROM, E., & STERN, P. C. 2003. The Struggle to Govern the Commons. Science, 302(5652), 1907-1912.
PLØGER, J. 2001. Public participation and the art of governance, Environment and Planning B; Planning and Design, 28(1996), 219–241.
ROCCO, R., NEWTON, C., D’ALENCON, L. M. V., PESSOA, I. T., & WATT, A. v. d. 2021. The New Urban Normal: Urban Sustainability and Resilience Post COVID-19. Delft: Delft University of Technology. Available at: https://indd.adobe.com/ view/14a0d453-d53e-4b76-9748-d0c885cd78ea
ROCCO, R., NEWTON, C., D’ALENÇON, L. M. V., WATT, A. v. d., BABU, G., CARADONNA, G., PESSOA, I. T. 2021. A Manifesto for the Just City. Delft: Delft University of Technology. Available at: https://indd.adobe.com/view/ec0216cc7510-45b7-8e02-359223e76c8c
UN 2020. SDGs Global Dashboard: Explore, Monitor and Visualise SDGs Data. Available at:http:// www.sdgsdashboard.org
UN-Habitat 2019. SDG 11 Sustainable Cities and Communities: Make cities and human settelements inclusive, safe, resilient and sustainable. Available at: https://unstats.un.org/sdgs/report/2019/goal-11/
References
CITIES OF MAKING 2018. Cities of Making. Cities Report. Brussels: Cities of Making (CoM). DRIFT & METABOLIC 2018. Zuid-Holland Circulair: Verkenning van Grondstofstromen en Handelingsopties voor de Provincie. The Hague: Provincie Zuid-Holland. EUROPEAN COMMISSION 2019. The European Green Deal. COM(2019) 640 fi nal. Brussels: European Commission. GELDERMANS, R. J., WANDL, A., STEENMEIJER, M. A., FURLAN, C., STREEFLAND, T., FORMATO, E., ..... & IODICE, S. 2018. REPAiR: REsource Management in Peri-urban AReas: Going Beyond Urban Metabolism: D3.3 Process model for the two pilot cases: Amsterdam, the Netherlands & Naples, Italy. xxxx: xxxx. GEMEENTE ROTTERDAM 2018. Verkenning Omgevingsvisie Rotterdam. Rotterdam: Gemeente Rotterdam. HEIN, C. 2018. Oil spaces: The global petroleumscape in the Rotterdam/The Hague Area. Journal of Urban History, 44, 887-929. MINISTERIE VAN BZK 2018. Nationale woonagenda. Den Haag: Ministerie van Binnenlandse Zaken en Koninkrijksrelaties (BZK). MINISTERIE VAN EZK 2019. Klimaatakkoord. The Hague: Ministerie van Economische Zaken en Klimaat (EZK). MINISTERIE VAN I&M 2016. Nederland Circulair in 2050. Rijksbreed programma Circulaire Economie. Den Haag: Ministerie van I&M. PORT OF ROTTERDAM 2019a. Feiten & Cijfers. Een Schat aan Informatie. Make it Happen. Rotterdam: Havenbedrijf Rotterdam N.V. PORT OF ROTTERDAM 2019b. International position as Waste-to-Value Port: Rotterdam circular hub for raw materials transition. Position paper. Rotterdam: Havenbedrijf Rotterdam N.V. PORT OF ROTTERDAM, RIJKSOVERHEID, PROVINCIE ZUID-HOLLAND, GEMEENTE ROTTERDAM & DELTALINGS 2019. Havenvisie Rotterdam. Rotterdam: Port of Rotterdam. PROVINCIE ZUID-HOLLAND 2019a. Circulair Zuid-Holland - Samen Versnellen. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2019b. Strategie Om Te Komen Tot Een Circulair Zuid-Holland. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2020a. Contouren Verstedelijkingsstrategie Zuid-Holland. Conceptversie 0.6 – 12 november 2020. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2020b. Groeiagenda - Samen investeren in duurzaam verdienvermogen en werkgelegenheid. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2020c. Impact coronacrisis Zuid-Holland - een scenario analyse. The Hague: Provincie Zuid-Holland. PROVINCIE ZUID-HOLLAND 2021. Ontwerp Omgevingsvisie Zuid-Holland Deel 1. Gewijzigd ontwerp GS 11 januari 2021. The Hague: Provincie Zuid-Holland. STUURGROEP NATIONAAL LANDSCHAP GROENE HART 2017. Perspectief Groene Hart 2040. Utrecht: Programmabureau Groene Hart. TRANSITIETEAM CIRCULAIRE BOUWECONOMIE 2018. Transitieagenda Circulaire Bouweconomie. The Hague: Rijksdienst voor Ondernemend Nederland (RVO). UNITED NATIONS 2016. Paris Agreement. Paris: United Nations.
Acknowledgements
The 2020 - 2021 edition of the studio Spatial Strategies for a the Global Metropolis is prepared in collaboration with the Province of South Holland. The edition builds up upon expertise acquired during the Horizon 2020 research project Resource Management in Peri-urban Areas: Going Beyond Urban Metabolism (REPAiR), funded by the European Union under the Horizon 2020 framework, and investigations by PortCityFutures, an initiative of the Leiden-Delft-Erasmus (LDE) collaboration between universities in Southern Holland.
ies for the Global Metropolis’. TU Delft. y Commons. Report ‘R&D Studio Spatial Strate g e: Ramaiah Perumalsamy, G.B., Górz, M. & Aerts, M. 2020. Ener g e cover pa g Source ima g
