BUSHFIRE STORY ELYSSIA HICKS LANDSCAPE ARCHITECTURE THESIS
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CONTENTS SUMMARY Preface Abstract Intent ISSUE Climate Change Disconnection from Natural Systems Fire to be Feared MANIFESTO Reconnecting to the Landscape Children as Drivers of Change Inspiring Responsibility
SITE Context Current Land Use Community Values Fire History Fire Ecology Community Under Threat RESPONSE CONCLUSION BIBLIOGRAPHY
EXISTING EFFORTS Fire Preventative Design Moving Towards Embracing Bushfire Narrative Landscapes VICTORIAN CONTEXT Urban Fringe Fire Prone Landscape Human Centric System 2
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SUMMARY SUBTITLE
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SUMMARY INTRODUCTION With climate change set to create a longer and hotter fire season it is clear that fire is becoming a larger part of our lives, even for those living in urban areas. There is currently something missing in the way modern Australians relate to bushfire. While our indigenous history has used fire as a positive driver of the landscape, cultural attitudes towards fire often frame it as a negative and destructive force. This has bled into the way Bushfire education is taught in schools, with most programs having a focus around safety and prevention and doing little to connect children to the ecological side of why fire is an important ecological process.
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SUMMARY INTENT This project aims to help children understand how fire plays a role as a normal natural process in their local environment. This intends to create a place based learning experience that complements the existing school curriculum which has a heavy focus on safety and bushfire prevention. This is done in the hopes of nurturing a generation of adults who feel connected to the australian landscape and can advocate for the use of land management practices that are ecologically sensitive.
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ISSUE SUBTITLE
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ISSUE CLIMATE CHANGE Climate change is leading to a longer fire season and more intense fire events in Australia (Climate Council, 2013). The next generation will grow up in a world where they will be more often exposed to fire, and it is important that they have the right tools to understand it (Climate Council, 2013).
EXTREME HEAT DAYS & MAJOR BUSHFIRES NO MAJOR BUSHFIRE MAJOR BUSHFIRE - YEAR WITH EXTREME HEAT MAJOR BUSHFIRE - YEAR WITHOUT EXTREME HEAT
NUMBER OF DAYS
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ISSUE FIRE TO BE FEARED In the last hundred years or so, the western cultural views on bushfire have positioned it as something to be feared and prevented (Doerr & Santin, 2016). This global attitude change moved away from traditional land management practices that embraced fires, and has led to ecological issues in countries globally where fire has been suppressed over the last hundred years or so (California (Abrahamson, 1984), Italy (Doerr & Santin, 2016). Fire is often depicted as a destructive force that is to be feared, and rarely is it depicted as something that gives life. This attitude towards fire only intensifies anxiety around its presence, having negative flow on impacts into our land management practices (Miller, Field. & Mach, 2020), but also cultural relationships to fire and the mental health of fire at risk communities (Bryant, Waters & Gibbs, 2014).
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This has flowed into our education system, with children often undergoing classes teaching them about the dangers of fire without exposing them to how fire acts as an important ecological process
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ISSUE FAILURE OF THE CURRENT EDUCATION SYSTEM
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CONTENT OF PROGRAMS:
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A combination of this method of teaching, and fear around fire: has led to our current bushfire curriculum being structured with a human centric focus. Most lessons on bushfires are focused around safety and emergency response (Towers, 2019). While the current system is important for protecting human lives and giving children agency in their families bushfire preparedness, it does
BUSHFIRE ECOLOGY
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This disconnection leads to a population that may be informed of environmental issues worldwide, but unable to understand how their actions may be impacting their immediate local environment (Miles, 2008).
little to show children that fire is normal, natural, and how it can benefit their local ecology (Towers, 2019).
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Environmental education in its current form is often detextualised from place, with most urban residents gaining their information from within the school room or through the media (Toorn, 2007). This form of learning takes a top down approach, with issues such as climate change being depicted at a large scale to illustrate the importance of the issue (Sheppard, 2015). While this approach is important to demonstrate urgency, it has the negative impact of creating a disconnection between people and the issues that are impacting their immediate environment (Toorn, 2007).
INSIDE CLASSROOMS PUBLIC SPACE
PLACE BASED
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MANIFESTO SUBTITLE
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MANIFESTO CHILDREN AS DRIVERS OF CHANGE Children represent a major resource for building community resilience (Towers, 2015). There is strong evidence that children can act as the drivers of change in their communities, by bringing home and relaying the information they learn to their household (Towers, 2015). They also represent a group that is disproportionately at risk when it comes to disaster, and the group that will be the most heavily impacted by climate change (Ronan & Towers, 2016). Creating an emotional attachment between children growing up in urban areas and the broader australian landscape can nurture a sense of responsibility for it (Toorn, 2007), and this hopefully will lead to a generation of people better prepared to embrace bushfire management, who are more environmentally conscious voters.
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MANIFESTO RECONNECT TO NATURAL SYSTEMS Landscape architecture has a role to play in changing the way people relate to and understand their environments (Miles, 2008). We are able to interpret and represent the impacts of climate change in local communities (Sheppard, 2018), and do so in a way that is engaging and fun. By helping people reconnect to the natural systems that are occuring around them, they are better informed to make the changes needed to ensure their survival (Toorn, 2007)l- whether this is advocating for more planned burning, or changing their own private land management practices.
“To know anything about the world is to know its places� (GRUNEEWALD, 2006).
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EXISTING EFFORTS SUBTITLE
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EXISTING EFFORTS FIRE PREVENTATIVE DESIGN: MITIGATING WILDFIRE THROUGH DESIGN
The fear of fire also has implications for the way we approach designing for bushfire prone areas. The majority of modern bushfire design focuses on prevention, adopting the same colonial perspectives that have aimed to prevent fire and have led to ecological degradation globally (Doerr & Santin, 2016). One of the best fire preventative design projects I have found is Mitigating Wildfire Through Design, which begins to touch on fire as something to be controled by landscape interventions and not Architectural boundaries.
humidity to reduce the risk and spread of fire. The focus on preventation means that the natural ecology of place is overlooked, creating a cookie cutter response for a wide area that does not consider local ecologies that require different fire treatments. It also is detached from the local environment by placing a heavy reliance on water, something allready scarce in a drought prone country. With climate change
This project looks at using technology to create a landscape that can adapt and respond to bushfire events, through creating erosion, floods and changing
Water is used in flooding to create fire breaks and plaeces of refuge for wildlife and animals
Sensors are positioned throughout the design to alter humidity and provide a pleasant journey for visitors to the parks.
The project briefly touches on using technology as a way to translate natural systems into a format that park visitors can understand, by displaying how much power the system is using
Existing land management practices were extensively researched to produce the design 26
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EXISTING EFFORTS FIRE PREVENTATIVE DESIGN: WARRANDYTE BUSHFIRE GARDEN Just off the main street of Warrandyte there is a garden designed to inform residents about bushfire prevention in their homes. The main focus of this design is planting schemes that make your garden bushfire safe. This design focuses solely on bushfire prevention and does not mention the ecological context of bushfires, or the indigenous heritage around them. The design is important as it helps to inform residents of the danger in their homes and how they can manage their own private land. However, it does highlight a missing element of these types of designs. The design mostly features of display gardens intended to be used as a guide for people to better prepare their gardens for bushfire
The design features relics of the past in the way of the shell of an eighty year old building that was destroyed in the 1939 fires. These relics help ground the visitor in the past and contextualise the situation better.
The project has a strong focus on the human history with fire, but this focus is soley based around its destructive nature and the negative impact it has had on the town.
Picnic tables are positioned alongside the design to encourage people to interact with it 28
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EXISTING EFFORTS NARRATIVE LANDSCAPES: WALD.BERLIN.KILMA A number of projects have tried to create locally based-educational experiences. While none of these have explicitly focused around issues of bushfire, they provide important precedents for how ecology can be interpreted through design. Seeks to answer the question: how can something abstract like climate change be made understandable? Gives people contact and understanding of a natural habitat, allowing them to create a personal connection to it. Specifically focuses on the tree sucession of a the particular park, further enhancing the connection to place. The design elements are small, and have a heavy focus on signage and interpretation The signage is minimalist, fun and colourful, clearly and decisively depicting only the most important information.
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Makes the forest the teacher and the design elements only act as support
EXISTING EFFORTS
Makes abstract concepts tangible i.e CO2 emissions per person highlighted by painting the trees required to offset them
NARRATIVE LANDSCAPES: WALD.BERLIN.KILMA Colour and fun make the experience enjoyable rather than sombre
NARRATIVE CREATES AN EMOTIONAL CONNECTION
Majority of the design consists of nodes of education dispursed along the trail - leaving time for reflection and enjoyment of the environment
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Interventions are minimal and meaningfulltreading lightly on the sensitive habitat while still conveying information
A focus on seeing things from a different perspective or angle, through binoculars, windows and lookouts- encouraging people to change their usual perspective
Stations are positioned at different intervals, but often have line of sight to each other- creating a sense of exploration and mystery leading people through the forest Focus on environmental processes and issues impacting just the immediate environment
EDUCATE VISITORS ABOUT HOW CLIMATE CHANGE WILL IMPACT THE IMMEDIATE ENVIRONMENT Clearly defined “lessons” in each zone, which convey a different story
A focus on different “views” changing the users perspective 33
EXISTING EFFORTS NARRATIVE LANDSCAPES: FOREST GALLERY An interpretation of the Kulin Nations secen seasons, with a particular focus on explaining the Mountain Ash habitat of North Eastern Victoria. It is aimed to be able to be understood by primary and secondary school children, and has an number of features to keep them engaged throughout it.
The highest point of the design uses materials sourced from areas of the Black Saturday bushfires- Mountain Ash spars and a chimney of a destroyed house.
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Using the expertise of museum specialists during design.
EXISTING EFFORTS
Interpretations are not allways literal. The water path has misting elements and allows you to pass beneath the water. This creates an emotional connection and deeper understanding that is stronger than signage.
NARRATIVE LANDSCAPES: FOREST GALLERY
A NEW TYPE OF EXHIBITION: RECREATING A LIVING BREATHING FOREST
TELL THE STORY OF THE FOREST
Cultural artifacts are found within the “natural” elements, the human connection to the landscape is always felt The design uses aesthetic to contrast between the death and rebirth of the forest in its fire pathway
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Interpretative signs about the water mirror their form and shape, visual cues as to what information they will depict
Old mountain ash spars displayed with the addition of human stories about the bushfires
Playing upon scale in moving from a “recreation” to an “interpretation” of the forest
Different paths take visitors along journeys that tell the stories of the forest as a place of change: earth, water, fire, climate and cultural.
Design team did extensive research and site visits to properly understand the landscape they were trying to convey
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EXISTING EFFORTS NARRATIVE LANDSCAPES: TAKEAWAY LESSONS These precedents have allowed me to hone in on the elements that make good narrative landscapes, and sucessfully spark curiosity in people to learn and connect to the landscape. I have identified the following four points as the key elements to creating my design.
NARRATIVE SEQUENCE FLOWS THROUGH THE DESIGN
INTERPRETATION DOESNT ALWAYS NEED TO BE LITERAL
SHOW THAT NATURAL FEATURES DO NOT EXIST SEPARATELY FROM CULTURE
VISUAL CUES STIMULATE THE DESIRE FOR EXPLORATION
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CONTEXT A FIRE PRONE LANDSCAPE THE URBAN FRINGE SITE CONTEXT
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CONTEXT FIRE PRONE LANDSCAPE The Victorian environment has evolved over thousands of years alongside fire. The north eastern mountain ranges of the state are some of our most heavily forested areas, and they are also our most fire prone, with the map on the right depicting both forest, urban areas and the fire scars of the last 100 years. Many of the vegetation classes that live here require fire as part of their natural life cycle. Many species have adaptations specially suited to a fire prone landscape, including the ability to regenerate after a fire, or reproductive cycles that depend on fires. Some even have evolved to encourage fires to occur, particularly eucalyptus which create large amounts of leaf litter that’s oils make it highly flammable.
FORESTS
FIRE SCARS
URBAN VOID
6.3% VOTERS
BUSHFIRE WEDGE URBAN VOID PARKS AND FORESTS BUSHFIRE SCAR 42
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CONTEXT URBAN FRINGE Increasing urbanization is pushing the rural-urban fringe further into bushfire prone areas, increasing the number of people exposed to danger (Cotrell & King, 2007). The royal commission into the 2009 Black saturday fires concluded that a large amount of fatalities were attributed to people living in urban-rural areas that were at risk from fire danger but were unaware and unprepared to fight it (Whittaker, 2019).
PLANNED BURNS
BUSHFIRES
CBD 5KM
These peri-natural areas on the urban fringe are often where most urban residents begin to come into contact with natural systems, with many of them becoming hotspots for tourism. This was seen in the 2020 bushfires where large numbers of tourists from urban centers were trapped by bushfires, many of whom were families with young children, and had no prior bushfire experience (Ketchell, 2020). This has made it clear that bushfires, and education around them- is not just a rural issue, but one that impacts all Victorians.
URBAN FRINGE
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20KM URBAN FRINGE URBAN FRINGE PAST FIRES IN THE URBAN FRINGE (100 YEAR) PORT PHILLIP BAY
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CONTEXT SITE CONTEXT The yarra river corridor forms a connection between the CBD and the north eastern mountain ranges which are the most fire prone areas in victoria. Within this linkage runs the yarra river trail, a bike and pedestrian path that stretches 40kms out of the cbd. This trail ends at Warrandyte, the first at risk suburb for bushfire in its path.
BUSHFIRE AT RISK SUBURBS LOW MEDIUM HIGH
BLACK SATURDAY
Warrandyte is a leafy suburb that sits within the urban fringe of Melbourne, and is largely classifed as part of the Green Wedge, and has areas of Rural Conservation Zone. It was chosen out of other at risk suburbs on the urban fringe due to its connectedness with our fire prone landscapes as well as the CBD by way of the Yarra trail. Due to planning regulations, the suburb has remained very low density, as opposed to its bordering suburbs where medium density apartment buildings have begun to be built and density is increasing. It is an important crossover point between urban life and the bush, and a place many people living in urban suburbs visit to experience the Australian landscape.
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VERY HIGH EXTREME
GREEN SPACE
CBD
FOREST PARKS
CBD WARRANDYTE
WARRANDYTE GREEN WEDGE URBAN FRINGE PAST FIRES IN THE URBAN FRINGE (100 YEAR) PORT PHILLIP BAY 47
SITE P1. CULTURAL VALUES CULTURAL HERITAGE PRESENT DAY COMMUNITY VALUES COMMUNITY UNDER THREAT P2. ECOLOGY PLANT COMMUNITIES UNDER THREAT
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SITE CULTURAL HERITAGE The town of warrandyte has been impacted by large scale fires in the past and more recent times, and today has many areas of national park where planned burning occurs. In the early 1900s, indigenouis australians were driven from the land after the discovery of gold in pound bend. This saw the beginning of a change of land management practices, and large land degradation through the area. This period also held the largest bushfire Warrandyte has experienced. Towards the end of the mining era, warrandyte began to attract landscape painters. This led to a growth in an artistic community who valued the landscape, and eventually morphed into the environmentalist attitudes that currently exist within the community today. In the early 1970s, large areas of forest were declared national parks, and planned burning began in the area. Since this time Warrandyte has not been impacted by a large scale fire event, however experts warn that it is in considerable danger.
INDIGENOUS AUSTRALIAN LAND MANAGEMENT
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1851 -12 FATALITIES -50,000KM²
MINING ERA -INDIGENOUS AUSTRALIANS REMOVED FROM THE LAND -LAND LARGELY DEGRADED BY MINING AND DEFORESTATION
1932 -71 Fatalities -20,000km²
LANDSCAPE PAINTING ERA
-ARTISTS SETTLE IN THE AREA -STRONG COMMUNITY IDENTITY FORMS THAT IS LINKED TO THE ENVIRONMENT
1962 -32 Fatalities -450 Houses
1984 -0 fatalities -Pound bend
CONSERVATION ERA
-STATE MANAGED PLANNED BURNING OCCURS -GOVERNMENT REGULATIONS ALLOCATE A LARGE AMOUNT OF LAND AS NATIONAL PARKS 51
KULIN NATION HISTORY TRAIL WARRANDYTE PRIMARY SCHOOL
SITE
BUSHFIRE DISPLAY GARDEN
PRESENT DAY COMMUNITY VALUES Warrandyte is surrounded by areas of national parks that blend seamlessly into low density dwellings. You can see the area of public parkland on the map to the right, and it occupies a considerable amount of land in Warrandyte. The primary schools in the area both border areas of the park. The areas highlighted in brown represent my selected site.
CULTURAL THEMES
The secluded nature of warrandyte, and the way its land use is so different from suburbs bordering it to the south has fostered a strong community identity that places high importance in environmental protection. In an analysis of community comments on their local newspaper, I found that they most often discussed local politics, environmental issues and bushfire awareness and safety.
WARRANDYTE SITE SELECTION Generated using the community comments on the Warrandyte Diary facebook page in order to gague the main discussions that were occuring,
PARKS SELECTED SITE EDUCATION LINK TO OPEN SPACE WATERWAY EDUCATIONAL FEATURE
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WARRANDYTE SECONDARY SCHOOL
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ANDERSON CREEK PRIMARY SCHOOL
SITE OF LAST GREAT KULIN NATION CORROBOREE
SCOUTS CAMPGROUND
WARRANDYTE HERITAGE MUSEUM PARKS VIC CAMPGROUND
KULIN NATION HERITAGE TRAIL
SITE
PLAYGROUND/CAFE BUSHFIRE DISPLAY GARDEN MINERS COTTAGE
CULTURAL SITES OF SIGNIFICANCE The Warrandyte landscape is littered with sites containing artifacts of the past, particularly from the mining era of the town. The materiality of these relics mean that they are the most obvious and easy to mark, whereas many indigenous sites are less obvious without interpretation. Pound bend reserve has indigenous significance as a corroboree meeting place.
DAIRY FARM RUINS
POUND BEND
POUND BEND TUNNEL
PLAYGROUND
WARRANDYTE MARKET
GOLD MINE
DIVERSION CUTTING WARRANDYTE MARKET POUND BEND TUNNEL
VICTORY GOLD MINE
POUND BEND TUNNEL VIEW
WARRANDYTE CULTURAL ASPECTS PARKS SITE OF SIGNIFICANCE WATERWAY 54
NEIGHBOURHOOD SAFE PLACE ORCHID CONSERVATION ZONE WARRANDYTE GOLD MINE
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SAILORS CREEK MINE
NORTH WARRANDYTE CFA
SITE COMMUNITY UNDER THREAT COMMUNITY FIRE RISK
A combination of factors have created an extreme bushfire danger rating for Warrandyte, with experts claiming it is only a matter of time before a catastrophic event occurs there.
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PAST PLANNED BURN FIRE STATION NEIGHBOURHOOD SAFE PLACE EVACUATION ROUTE
ACCESS
LITTER ACCUMULATION
SLOPE
There is only one bridge across the river and two roads out of town, leading to major issues with timely evacuation.
Large areas of national park as well as unmanaged private land mean there is a lot of flammable material between houses
The hilly nature of Warrandyte mean that fires will spread faster and be more dangerous. it also creates access issues for firefighters
WARRANDYTE CFA WARRANDYTE RESERVE PAVILLION
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SITE VEGETATION TYPES DRY GRASSY FOREST ACCESS
The most commonly occuring vegetation type in warrandyte, while it is not currently endangered lack of burning does pose a threat to it. 58
HERB RICH FOOTHILL FOREST ACCESS
Similar to dry grassy forest, occuring in areas with moister soil and having an understory rich in herbaceous species.
ESCARPMENT SHRUBLAND ACCESS
An endangered vegetation type occuring only on steep clifs and escarpments. A high quality example of this as mature vegeation exists near the entrance to pound bend.
VALLEY DRY GRASSY FOREST ACCESS
A variation of grassy dry forest that occurs in the valleys and rivines of the mountains. 59
SITE
SITE VEGETATION AND TIME SINCE FIRE Warrandyte is surrounded by areas of forest on both private and public land that require burning to create diverse and healthy plant communities. Without burning every thirty years, the species diversity and seeds available in the seed bank decline. The main areas that do not require burning are the riparian areas that are within the flood zone of the yarra. Large scale fires have not occured in Warrandyte for some time, in part due to urbanization and the availability of city firefighting resources that suppress fires before they grow out of control. The main source of fire then, are human created controlled burns.
PLANT COMMUNITIES UNDER THREAT Dry grassy forest is the dominant vegetation type in Warrandyte. The species diversity varies from valleys, escarpments and slopes, Many of these species are reliant on fire as a regeneration tool either for reproduction or to free up space on the forest floor to allow them to grow.
AT RISK VEGETATION ESCARPMENT SHRUBLAND
HERB RICH FOOTHILL FOREST
Controlled burns in the area have taken place in areas most likely to protect human life. The area behind warrandyte primary school has been burnt five times in the last twenty years, but other areas of the bush remain unburnt and declining.
DRY GRASSY FOREST ESCARPMENT SHRUBLAND Us dundebis
FIRE SCAR: LAST 30 YEARS PLANNED BURN
HERB RICH FOOTHILL FOREST Us dundebis
VALLEY DRY GRASSY FOREST
UNBURNT ECOLOGY BUSHFIRE EVENT
PARKLAND AND OPEN SPACE PAST MAXIMUM TIME SINCE FIRE AREAS OF HIGH ECOLOGICAL SIGNIFICANCE
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DRY GRASSY FOREST Us dundebis VALLEY DRY GRASSY FOREST Us dundebis 61
SITE SPECIES SUCESSION AFTER FIRE IN DRY GRASSY FORESTS
EXTINCTION FROM FIRE
RENEWAL
FIRE SYSTEM RESTARTS
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ASH BARE GROUND SEED RELEASE FERNS EMERGE SILENCE- LACK OF BIRDLIFE RESPROUTING FROM SEED BED ABUNDANCE OF LIGHT CASSINIA ACULEATA PTERIDIUM ESCULENTUM
JUVENILITY BARE GROUND HERBACEOUS FIELD LAYER RESPROUTING EUCALYPTS FIRE EPHEMERALS - PLANTS DEPENDANT ON FIRE FOR GENERATION MERGE SPOTTED PARDALOTE APPEARS
ADOLESCENCE START OF LEAF LITTER ANNUALS BEGIN TO VANISH REPLACED WITH LONGER LIVED SPECIES SILVEREYE BIRDS APPEAR HEALTHY INSECT POPULATION FLAT PEA
MATURITY LOWEST LEVEL OF LIGHT FIRE EMPHERALS RETREAT SEDGES AND RESTIADS APPEAR FIRST EUCALYPT FLOWER LITTER ACCUMULATING COURSE WOODY DEBRIS CRESENT HONEYEATER MAMMAL INSECT PREDATORS
EXTINCTION WITHOUT FIRE
WANING THINNED OUT CANOPY LARGE LEAF LITTER AND LICHEN APPEARS SEDGES AT GREATEST COVER TREE HOLLOWS BEGIN TO APPEAR APPEARANCE OF POWERFUL OPWL
SENESCENCE FLOWERING AND SEEDS DECREASE BEGINS TO CHANGE TO A NEW PLANT COMMUNITY SPECIES RICHNESS DECREASES EXTREME BUILDUP OF DEBRIS
TRANSFORMATION STYSTEM CHANGES INTO A DIFFERENT TYPE OF ECOLOGY
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SITE SPECIES SUCESSION AFTER FIRE IN DRY GRASSY FORESTS JUVENILITY
ADOLESCENCE
MATURITY
WANING & SENESCENCE
CURRENT CONDITION OF 43%
HIGH BARE SOIL, RESPROUTING SEEDS
SHRUBS
HIGHEST DENSITY OF LEAF LITTER
EUCALYPTS BEGIN TO FLOWER EUCALYPTUS
SPECIES DENSITY
FERN
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PREDATOR BIRDS SMALL BIRDS
POLLINATOR INSECTS LS ERA M E EPH FIRE
POLLINATOR BIRDS MAMMALS
SEDGES GRASSY UNDERSTORY
FUNGI & LICHEN COURSE WOODY DEBRIS FORMS
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N AN
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EUCALYPT CANOPY THINS
LEAF LITTER BEGINS TO ACCUMULATE
LOW 0YR
5YR
10YR
20YR
TIME SINCE FIRE 64
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TARGET DEMOGRAPHIC SUBTITLE
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TARGET DEMOGRAPHIC DETERMINING TARGET DEMOGRAPHIC AND POSSIBLE TRAIL ROUTES AGES BUSHFIRE EDUCATION IS TAUGHT: 6
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The main age that bushfire education is introduced to children in Victoria are between the ages of 11-15. I have used this as a guide for which age of children the design should be tailored towards, to best compliment learning as it occurs in schools. There is also scope to include parents and older teenagers. I then looked at how far each existing education point is from the schools, to see how far from each point a teenager could realistically walk.
0-5 6-10
EDUCATION LINKS
11-15
EXISTING EDUCATION
16-20 BUSHFIRE DISPLAY GARDEN
EDUCATION OPPORTUNITY RIVER ROAD
16-19
PARKS VICTORIA
12-15
DEWLP
8-11
4-7
COUNCIL MANAGED OPTION 1
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OPTION 2 WARRANDYTE PRIMARY SCHOOL
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HOW FAR CAN THEY WALK? (FLAT SURFACE, COMFORTABLE TEMPERATURE) 68
OPTION 3 OPTION 4
WARRANDYTE SECONDARY ANDERSON CREEK PRIMARY SCHOOL 69
TARGET DEMOGRAPHIC OPPORTUNITIES FOR CLOSED CIRCUIT TRAILS Closed circuits can assist the education process as they engage the visitor in new elements throughout the entirety of the design. In these concepts, there is no doubling back in the journey. This is also good for children, who have shorter attention spans. The victorian trail planners guide also states that where possible it is always beneficial to create closed loops, or have your trail branch off into different options.
TRAIL OPTION
POUND BEND TRAIL
The option for Warrandyte state park was ideal given it’s connection to the primary school. However after an analysis of the size, and incredibly steep topography, I determined it was too difficult to place a trail here that would be suitable for people of all ages and ability.
The decision between creating a closed circuit trail or a linear trail was difficult. The site contains many complexities that work against a closed circuit. Steep topography, urban development and the river prevent many concepts from being feasible. The majority of the options on this page would require additional infrastructure to develop at the cost of sensitive ecological areas. Where a circuit could be created without this additional infrastructure, often it resulted in a portion of the journey occuring along quiet residential streets where it is removed from the ecological context, and conflicts with current residents’ uses.
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The two closed circuit trails that were the most feasible are pound bend, and warrandyte state park. These avoid the issues mentioned previously.
This analysis has led me to determine a closed circuit trail is unsuitable for the project, and instead it would be better to include a shorter loop at a stage of the design in order for people to opt for that option if the length of the trail is unsuitable.
While connection to the ecological context is important, this project is also about humans’ relationship with fire. Pound bend, while it has an appropriate gradient, is removed from the main activity hubs of Warrandyte with current access only by motor vehicle. I determined this site was too far removed from people, and in placing it here I am continuing to positioning the subject matter as a purely and ecological one. Only furthering the disconnection between people and fire ecology. As this project aims to normalise these elements as part of Australian life, the trail needs to not just engage with ecology but also everyday human activity. WARRANDYTE STATE PARK TRAIL
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OPTION 4: BUSHFIRE GARDEN: SELECTED MAIN TRAIL
TARGET DEMOGRAPHIC TRAIL LENGTH AND INTERVENTION PLACEMENT The literature on designing trails for children as well as children’s education will impact this design. Victoria has different standards of trail design, with grade 2 being suitable for families with children, and having a majority of grading below 10% steepness.
OPTION 1: SECONDARY SCHOOL
OPTION 2: ANDERSONS CREEK
OPTION 3: WARRANDYTE PS
The ability of children to concentrate on a task at hand will also influence the trail length, as children have shorter attention spans than adults. An exact measurement on this has not been determined, as it often varies wildly between children’s natural abilities but also their interest in the subject. Creating incentives or the ability for play to break up tasks lengthens the amount of time a child can spend focusing on the task at hand (Mahone, & Schneider, 2012).. The placement of items along the trail will be done in a manner that as often as possible there is another intervention within the line of sight of users, giving them an incentive to keep walking.
SCORE: POOR
DIFFICULTY: 4.5KM STEEP UNDULATING LAND ENGAGEMENT: SEPARATED FROM THE REST OF THE COMMUNITY CONTEXT: TIES INTO EXISTING NATURE ENJOYMENT
REJECTED TRAIL ROUTES 72
SCORE: MEDIUM:
DIFFICULTY: 2.4KM STEEP DOWNHILL, GRADUAL SLOPE ENGAGEMENT: PASSES THROUGH KEY RECREATION RESERVES CONTEXT: DISJOINTED FROM CURRENT LAND USE
SCORE: HIGH
SCORE: HIGH
DIFFICULTY: 3.2KM MOSTLY FLAT, GRADUAL STEEP SLOPE, FORESTED AREA AROUDN THE PRIMARY SCHOOL HAS A HIGH DIFFICULTY ENGAGEMENT: UTILIZES EXISTING POPULAR AREAS AND IMPORTANT AREAS OF DEGRADED FOREST CONTEXT: TIES INTO EXISTING NATURE ENJOYMENT
DIFFICULTY: 2.5KM MOSTLY FLAT, GRADUAL STEEP SLOPE ENGAGEMENT: UTILIZES EXISTING POPULAR AREAS LEADING TO LESS ENVIRONMENTAL DISRUPTION CONTEXT: TIES INTO EXISTING NATURE ENJOYMENT
FURTHER EXPLORATION OF INTERVENTIONS
TRAIL OPTIONS GRADIENT MEETS STANDARDS GRADIENT DOES NOT MEET STANDARDS
SPECIAL FEATURE MATURE FOREST DEGRADED FOREST 73
TARGET DEMOGRAPHIC THE “SMART” GENERATION: UTILIZING TECHNOLOGY IN EDUCATION Generation Z has been born into a world connected by the internet, with information always freely available to them at the touch of a button (Cillers, 2017). While traditional education methods placed the teacher at the front of the classroom, technology is rapidly changing the way this is done and evolving the classroom into a place of information sharing and co learning Franklin & Patton, 2014). This also opens up new possibilities for landscape architects to communicate the landscape to people. The use of sensory technology allows landscape monitoring to be brought inside the classroom when it is not possible to go on field trips or excursions, and mobile apps and audio guides can help further enhance the visitors’ understanding of a place. These technologies have a place within this thesis in communicating the ecological processes taking place to help people understand fire danger ratings, the current condition of the landscape, and even to observe the transformation that occurs after a fire.
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LIVE VIDEO FEEDS
PHONE APPS
AUDIO GUIDES
SENSORY MONITORING
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INITIAL CONCEPT SUBTITLE
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INITIAL CONCEPT MAIN ZONES OF THE RESPONSE The design consists of three broad points of intervention, Fire story, Seed bank restoration and Targeted planned burns. The fire story acts as the main narrative point for the design, connecting into other areas of ecological education which will also serve as points for rehabilitation of the environment. These major points have a difference in technology and interpretation depending on what is appropriate in terms of human use, but also causes minimal disturbance to sensitive ecological areas
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FIRE STORY
Themed nodes along the main trail which help to tell the story of fire sucession in the landscape. These are intended to interpret a particular phase of the forests sucession through design, and focus on experiental elements. Each point includes areas to sit and reflect, but also elements of nature play. These are supported by both app based and audio scannable features to enhance the experience. Within each zone will be smaller points in the landscape that keep users interested and supply them with information
RESTORE SEED BANK
The end of the fire story leads into a circut trail that communicates the decline and senescence phases of the forsest, and also the regeneration. The regeneration zone will be intensively managed to promote the growth and flowering of fire ephemerals, whose seeds will be dispursed by native animals to help restore the seed bank. of degraded areas nearby
TARGETED PLANNED BURNS
The area of Warrandyte state park which is connected to Warrandyte Primary school is an important learning tool to show the regeneration of areas from fire. However the steepness of it makes it unsuitable for learning out in the field. Sensors and live video feeds will be used instead to doccument ecological burns.
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INITIAL CONCEPT NODE CONCEPT AND DESIGN REQUIREMENTS: Each area of the design has three different types of nodes that help crete the narrative flow. The primary node: interprets the experiential elements of place during that phase of succession or interprets the land management practices occurring. These points will be supported by satellite secondary and tertiary nodes which communicate more specific, relevant, aspects of ecology or culture.
PRIMARY MOST INTENSIVELY DESIGNED AREA, INTERPRETATION OF THAT PHASE OF SUCESSION/PROCESS HEAVILY INFLUENCED BY AESTHETICS & EXPERIENTIAL QUALITIES A POINT OF REFLECTION ALONG THE JOURNEY, PLACES TO STOP AND REST OR PLAY. SCANNABLE AUDIO CLIPS ENHANCE THE EXPERIENCE 80
SECONDARY
TERTIARY
SMALLER INTERVENTION, CALLING ATTENTION TO SOMETHING SPECIFIC ABOUT THAT STAGE OF SUCESSION, PLACES TO REST, AUDIO CLIPS INCLUDED
SIMPLE POST WITH SCANNABLE AUDIO FEATURE, DRAWING ATTENTION TO SPECIAL FEATURE ALONG THE TRAIL 81
INITIAL CONCEPT MAIN NODE PLACEMENT Site context and relation to existing uses played a large role in determining the placement of the primary nodes. They are placed at well spaced intervals, and make use of existing clearings or degraded areas to minimise disturbance. They are also positioned close by areas with features that attract people, but are slightly removed from these hubs in order to not conflict with existing uses. They maximise appropriate views of the landscape where possible. Secondary and Tertiary nodes are placed in order to both protect important features and draw attention to existing special points along the route. Ecological restoration practices that deviate from the main narrative will happen over a broader scale, but these areas will still contain main nodes for education and information translation. These will be slightly different, and will aim to translate the forestry management practices that are occuring into an easy to understand format for visitors.
NODE CONNECTIONS: MAIN NODE SECONDARY NODE PRIMARY CONNECTION SECONDARY CONNECTION BUSHFIRE CULTURE CULTURAL ARTIFACT PARK AMENITIES TRANSPORT NODE ECOLOGICAL NODE IMPORTANT VIEW
BUSHFIRE CULTURE
HISTORICAL/CULTURAL ARTIFACT
MAIN AREA NODE
SOCIAL NODE
The node connection map on these pages shows how the new features will interact with the existing site uses and context.
PARK AMENITIES
SECONDARY NODE
TRANSPORT NODE
ECOLOGICAL NODE
BUSHFIRE CULTURE
IMPORTANT VIEWPOINT
HISTORICAL/CULTURAL ARTIFACT
MAIN AREA NODE
SOCIAL NODE
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PARK AMENITIES
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TRANSPORT NODE ECOLOGICAL NODE IMPORTANT VIEWPOINT
SECONDARY NODE
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0 100 200 FIRE EPHEMERALS NODE
SWIMMING AREA
500M FARMING ARTIFACT
RENEWAL
BUSHFIRE CULTURE
HISTORICAL/CULTURAL ARTIFACT MAIN AREA NODE
SOCIAL NODE SECONDARY NODE
MATURITY WANING
MERGE TWO NARRATIVES
ADOLESCENCE
PICNIC AREA KULIN NATION HISTORY TRAIL
JUVINILITY PARK AMENITIES
SPLIT INTO TWO NARRATIVES
HISTORICAL/CULTURAL ARTIFACT
MATURE FOREST
SECONDARY NODE
BUSHFIRE CULTURE CULTURAL ARTIFACT PARK AMENITIES TRANSPORT NODE
POUND BEND MINE
NODE CONNECTIONS:
VIEW LOOKOUT
FIRE STORY SECONDARY NODE PRIMARY CONNECTION SECONDARY CONNECTION
SPLIT INTO TWO NARRATIVES
MAIN NODE
SPLIT INTO TWO NARRATIVES VIEW OF RARE MATRUE ESCARPMENT SHRUBLAND
MAIN AREA NODE
ANDERSON CREEK WATERWAYS RSETORATION NODE
INITIAL CONCEPT
NEIGHBOURHOOD SAFE P PLACE
FIREST GLIMPSE OF THE FOREST SMALL BIRDS NODE
PRIMARY SCHOOL
FOOD AVAILABILITY NODE COMMUNITY GARDEN COMMUNITY CENTER
RESPROUTING
WARRANDYTE MARKET /EVENT SPACE
INSECT POLLINATOR NODE
MAIN SWIMMING HOLE ANIMALS AFTER FIRE NODE
INDIGENOUS HISTORY NODE WARRANDYTE HISTORY MUSEUM
FIRE
VIEW OF DEGRADED ESCARPMENT
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WARRANDYTE BRIDGE VIEW WARRANDYTE BRIDGE
RTIFACT
WARRANDYTE BAKERY BUSHFIRE DISPLAY GARDEN
WARRANDYTE BAKERY (MAIN TOURIST ENTRANCE)
ECOLOGICAL NODE
IMPORTANT VIEWPOINT BUSHFIRE CULTURE
SOCIAL NODE SECONDARY NODE
MAIN AREA NODE
TRANSPORT NODE
IMPORTANT VIEWPOINT
ECOLOGICAL NODE
ECOLOGICAL NODE IMPORTANT VIEW
SENESCENCE
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INITIAL CONCEPT SEED BANK RESTORATION AND INCREASED PLANNED BURN REGIME
BUSHFIRE CULTURE HISTORICAL/CULTURAL ARTIFACT
MAIN AREA NODE
SOCIAL NODE
SEED BANK RESTORATION
PARK AMENITIES
SECONDARY NODE
TRANSPORT NODE ECOLOGICAL NODE IMPORTANT VIEWPOINT
FRIENDS OF WARRANDYTE STATE PARK NODE DECLINE OR RENEWAL NODE
FIRE EPHEMERALS RENEWAL NODE INDIGENOUS PLAN BURN METHODS NODE VIEW BACK TO MATURE VEGETATION
BUSHFIRE CULTURE
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MAIN AREA NODE
SOCIAL NODE PARK AMENITIES TRANSPORT NODE ECOLOGICAL NODE
SECONDARY NODE
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DESIGN REFINEMENT SUBTITLE
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MASTERPLAN: RIVER EXISTING BUILDING PUBLIC TRANSPORT EDUCATION FEATURE COFFE SHOP CIRCULATION RESIDENTIAL AREA COMMUNITY AREA
DESIGN REFINEMENT REFINING CRITERIA AND SELECTION OF DETAIL DESIGN SITES
This project will will create a place based learning experience to help children understand how fire plays a role as a normal natural process in their local environment.
The Mature, Seed restoration, Decline and Senescence nodes have been moved to be situated closely together. This hub will provide contrast, allowing visitors to observe the ecological phases side by side for maximum impact..
FIRE ZONE RESPROUT ZONE
FIRE NODE RESPROUT NODE
ADOLESCENCE ZONE
JUVENILE NODE
MATURITY ZONE
ADOLESCENCE NODE
DECLINE ZONE
MATURITY NODE
BUSHFIRE CULTURE HISTORICAL/CULTURAL ARTIFACT
MAIN AREA NODE
SOCIAL NODE PARK AMENITIES
SECONDARY NODE
TRANSPORT NODE ECOLOGICAL NODE IMPORTANT VIEWPOINT
This is done in the hopes of nurturing a generation of adults who feel connected to the australian landscape and can advocate for the use of land management practices that are ecologically sensitive. After revisiting my thesis statement, I made some adjustments to the original concept to keep it more focused on my goal which is to educate children about bushfire. ecology
Adolescence node was moved to better position it near crucial views, and lessen the distance between it and the maturity node.
BUSHFIRE CULTURE HISTORICAL/CULTURAL ARTIFACT
MAIN AREA NODE
SOCIAL NODE
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PARK AMENITIES
0
.1
.2
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TRANSPORT NODE ECOLOGICAL NODE
SECONDARY NODE
I have removed the targeted planned burn zone from the design. This was due to two reasons, the first was its topography made it unsuitable for a children’s walk. The second is that it deviates from my goal as it is creating land management regimes rather than educating so people are capable of making these decisions about their own local environments. 91
DESIGN REFINEMENT FINALIZED NODE PLACEMENT AND SITE BOUNDARIES
-degraded area in need of revegetation -unprogrammed parkland -connected to transport -connection to existing bushfire display garden -connection to bridge which is a major cause of fire danger -closely connected to playground, cafes and galleries: chance to normalize aesthetic.
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-degraded area in need of revegetation -unprogrammed parkland -connected to transport
-connection to church, community center and community garden as well as ajacent to main market space -entrance tp point to pound bend reserve -views to a mixture of healthy mature and young as well as declining vegetation. 93
DESIGN REFINEMENT DESIGN BRIEF The design consists of a trail, with educational nodes placed no further than 500m apart. A masterplan will show the entireity of the site, highlight key points in the design. The detailed design section of my project will focus exclusively on the main nodes of each section, as they act as a style guide for features placed over a broader scale.
How will it be represented? The design will utilize materiality, form, sensory design and planting design to communicate the forest succession over a journey. Contrasting the design from the existing mature forest that surrounds, celebrating change in the ecosystem, and using emotion to connect people to the landscape. (Mozingo, 1997). This will be supported by audio scan points along the journey, that both provide pre-recorded lessons on different features, and enhance the experience through allowing people to hear the sound of the forest at each phase..
The selection of sites for these nodes has been determined by their relation to social, historical and ecological elements. What is the purpose? Each node (and its broader zone) communicates a phase of succession in the forest. This creates a narrative following the natural cycle of bushfires.
PURPOSE:
INTERPRET 94
The design intensity of each node will be dependent on the site context and how this relates to the phase of succession being communicated. Earlier phases of the forest’s growth will be harder to communicate through existing ecology in the area, calling for more intense intervention and abstraction of experiential qualities. As the design moves deeper into the forest and the phases of succession mature, the design will give way to the landscape enabling it to tell the story on its own.
FUNCTION:
EMOTE
EXPLORE
LEARN
REFLECT
DESIGN COMMUNCATION:
CONTRAST
CHANGE
PLANT DESIGN MATERIALITY
TOOLS TO ENGAGE CHILDREN:
AUDIO
SENSORY DESIGN
PLAY
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draft/next stage: concept generation
FOREST INTERPRETATION GENERATING DESIGN FORM AND EXPRESSION THROUGH ECOLOGY
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FOREST INTERPRETATION: TRANSITIONS SUCESSION PHASE
SPECIES DIVERSITY
GROUND COVER
KEY FOREST LAYER
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FOREST INTERPRETATION: JUVINILITY CONCEPTUAL DESIGN
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FOREST INTERPRETATION: WANING + DECLINE CONCEPTUAL DESIGN
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DETAIL DESIGN SUBTITLE
DRAFT: DETERMINING LAYOUT/OUTPUIT 112
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DETAIL DESIGN: FIRE FIRE DESIGN DEVELOPMENT OF FEATURES WITHIN THE PLAN
MASTERPLAN CONTEXT
ISOS OF DETERMINED FEATURES FROM CONCEPT DESIGN
DETAILED SITE CONTEXT AS IT RELATES TO OTHER ASPECTS 114
DIAGRAMATIC ISOMETIC PLAN AND DESCRIPTION 115
DETAIL DESIGN FIRE
THREE SECTIONS
bdbcvb
DETAILED PLAN 116
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X2 RENDERS OF KEY MOMENTS/ EXPERIENCES FROM A FAMILY PERSPECTIVE, AND A CHILDS PERSPECTIVE
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CONCLUSION SUBTITLE
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BIBLIOGRAPHY SUBTITLE
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BIBLIOGRAPHY THEORETICAL RESEARCH Abrahamson, W. G. (1984). Fire: smokey the bear is wrong, BioScience, 34(3), 179-180. https://academic.oup.com/bioscience/article-abstract/34/3/179/313642
Toorn, M. V. D. (2007). Environmental education and design; the role of landscape architecture. Berlage Weg, Holland. Delft University of Technology, https://pdfs.semanticscholar.org/1523/2480b8423e36afc0c7a5d746bef6c340af6c.pdf
Bryant, R. A., Waters, E. & Gibbs, L. (2014). Psychological outcomes following the Victorian Black Saturday bushfires, Australian & New Zealand Journal of Psychiatry, 48(7), 634-643. https://journals.sagepub.com/doi/full/10.1177/0004867414534476
Sheppard, S. (2015). Making climate change visible, a critical role for landscape architects, Landscape and Urban Planning, 142, 95-105. https://open.library.ubc.ca/cIRcle/collections/facultyresearchandpublications/52383/items/1.0300302
Cillers, E. J. (2017). The challenge of teaching generation Z, International Journal of Social Sciences, 3(1), 188-198. https://grdspublishing.org/index.php/people/article/view/322
Towers, B. (2015) children’s knowledge of bushfire emergency response, international journal of wildland fire, 24, 179-189. https://www.bnhcrc.com.au/publications/biblio/bnh-1657
Doerr, S. H. & Santin, C. (2016). Global trends in wildfire and its impacts: perceptions versus realities in a changing world, Philosophical Transactions, 371(1696), 13-19. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4874420/
Towers, B. (2019). School-based bushfire education: advancing teaching and learning for risk reduction and resilience, Australian Institute for Disaster Preparedness. Melbourne, Conference Paper. https://www.bnhcrc.com.au/publications/biblio/bnh-6508
Miller, R. K., Field. C. B. & Mach, K. J. (2020). Barriers and enablers for prescribed burns for wildfire management in California, Nature sustainability, 3, 101-109. https://www.nature.com/articles/s41893-019-0451-7
TRC Tourism (2018) Guidelines for trail planning, design and management. Retrieved online: https://www.mtba.org.au/wp-content/uploads/guidelines_for_trail_planning_design_and_management_280515.pdf
Mahone, E. M. & Schneider, H. E. (2012). Assessment of attention in preschoolers, Neuropsychol Revision. 22(4), 361-383. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3511648/ Miles, R. (2008). The importance of place in environmental education, https://researchoutput.csu.edu.au/ws/portalfiles/portal/9671182/MilesAAEEConf08%26%2320%3BRESUBMITTED.pdf Ronan, K. & Towers, B. (2016). Building Best Practice In Child-Centered Disaster Risk Reduction. Bushfire and Natural Hazards CRC, Melbourne. https://www.bnhcrc.com.au/publications/biblio/bnh-5687 124
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BIBLIOGRAPHY ECOLOGICAL RESEARCH Dry/grassy forest specis sucession: https://www.ffm.vic.gov.au/__data/assets/pdf_file/0007/21121/Report-96-Foothills-fire-and-biota-report.pdf Evc benchmark: https://www.environment.vic.gov.au/__data/assets/pdf_file/0026/48707/HSF_EVCs_combined.pdf Grassy dry forests: https://www.gbcma.vic.gov.au/downloads/PatchOfBush/17Grassy%20Dry%20Forest.pdf https://theaustralianalps.files.wordpress.com/2013/12/effects-of-fire-on-fauna.pdf https://besjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1365-2745.13227 file:///C:/Users/Lyss/Downloads/Hardenbergia%20violacea%20listing%20statement.pdf https://vicflora.rbg.vic.gov.au/flora/taxon/7ddd9d2a-a754-4b48-b718-7511e9a4243e https://bwvp.ecolinc.vic.edu.au/fieldguide/flora/austral-bracken#details https://www.greeningaustralia.org.au/wp-content/uploads/2017/11/FACT-SHEET_Lomandra_filiformis.pdf
http://www.nccma.vic.gov.au/sites/default/files/publications/nccma-25583-ecological_burning_in_box-ironbark_-_lit_review.pdf http://cedric.slv.vic.gov.au/view/action/nmets.do?DOCCHOICE=2453893.xml&dvs=1584325208978~456&locale=en_GB&search_terms=&adjacency=&VIEWER_URL=/view/ action/nmets.do?&DELIVERY_RULE_ID=4&divType= http://plantnet.rbgsyd.nsw.gov.au/cgi-bin/NSWfl.pl?page=nswfl&lvl=sp&name=Monotoca~scoparia https://www.rbgsyd.nsw.gov.au/getattachment/Science/Scientific-publications/Cunninghamia/BGD0520_Cunninghamia-2018-Emery-and-Offord.pdf.aspx?lang=en-AU file:///C:/Users/Lyss/Downloads/Tetratheca%20ciliata%20listing%20statement.pdf https://d3n8a8pro7vhmx.cloudfront.net/landcaretas/pages/100/attachments/original/1466574996/Response-Of-Orchids-To-Bushfire-Vic-VBRRA-P27. pdf?1466574996 https://d3n8a8pro7vhmx.cloudfront.net/landcaretas/pages/100/attachments/original/1466574996/Response-Of-Orchids-To-Bushfire-Vic-VBRRA-P27. pdf?1466574996 https://www.abc.net.au/news/2019-11-27/wildflower-amid-bushfire-devastation-is-a-symbol-of-hope/11738442 https://www.bnhcrc.com.au/sites/default/files/managed/downloads/evaluation_of_survive_and_thrive_paper_final.pdf
Fire and the Vegetation of the Southern Rivers Region Draft for Comment Dr Penny Watson Project Ecologist December 2006 http://www.vicveg.net.au/vvPlantResults2.aspx?CMAID=0&SpeciesNo=2569&ActiveTab=0 https://wtlandcare.org/details/platylobium-formosum/ 126
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BIBLIOGRAPHY GRAPHS, STATISTICS AND IMAGES Australian Government Bureau of Meteorology https://www.bloomberg.com/graphics/2020-australia-fires/ major bushfires in australia https://en.wikipedia.org/wiki/List_of_major_bushfires_in_Australia Warrandyte bushfire at risk register http://www.members.cfa.vic.gov.au/mycfa/Show?pageId=publicDisplayDoc&docId=019313
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