“Because we are all people”: outcomes and reflections from young people's participation in the planning and design of child-friendly public spaces

Child-Friendly Cities were conceived as a means to integrate children's rights into city decision-making and governance. Participatory research about child-friendly cities consistently finds overarching themes across ages and regions: children desire access to services, nature, and play; freedom from physical danger; and opportunities for inclusion within the city. This article explores a two-year visioning and participatory design process that engaged approximately 225 young people, aged 4–16, in the planning and design of a prominent public space in the City of Boulder. While participatory research with children has received much attention in the academic literature, much less attention has been given to what can be achieved through sustained integration of children into municipal planning processes, particularly in the USA. This paper thus moves children's participation beyond rhetoric and into the challenging reality of planning a city with children as a valued constituent.     

构建和谐社会与高校共青团工作创新

从高校共青团工作面临的新的机遇和挑战出发,就高校共青团组织在构建和谐社会中的主要任务进行探讨,对构建和谐社会进程中共青团工作所面临的问题进行剖析,从而提出了在构建社会主义和谐社会进程中创新青年工作的几点建议,其中包括共青团思想政治工作中工作思路、工作内容、工作手段、工作机制的创新,培育团队的创新能力和大力加强团员青年群体创新能力的开发等推动共青团工作创新的方法.     

Inventory of child bicycle education programs reveals need for age,development, and skill-level considerations

Abstract

Objective: There are a plethora of child bicycle safety education programs worldwide. However, the content and durations vary widely from program to program and no gold standard has been established. The main objective of this project was to create an inventory of youth bicycle safety education programs and their content, approaches, and age and developmental considerations.

Methods: Methods used to gather program information included web and online database searches, extraction from personal lists, and a widely distributed online survey. A total of 89 programs met inclusion criteria and were reviewed (78 from the United States and 11 from other countries).

Results: Over half (56.2%) of the included programs were not explicitly age specific, meaning that the content was not appropriately designated by age and developmental cut points. Many programs had target age groups, but these were often very wide age ranges (e.g., all elementary school–age children) resulting in content too advanced for the youngest children. Only 12.4% of included programs had published program evaluations and their scientific rigor varied widely. Main results from this inventory revealed a weak evidence base for program effectiveness due to lack of program evaluations. Results also highlighted a need for age, development, and skill-level considerations in youth bicycle education programs.

Conclusions: This study provides a comprehensive list of program components and approaches that can be used as a foundation upon which child bicycle education standards can be evaluated and built, with the long-term goal of increased childhood safety.     

The perspective of children and youth: How different stakeholders identify architectural barriers for inclusion in schools

Recent inclusive policies are promoting the involvement of individuals with disabilities in identifying barriers that limit their full participation and inclusion in public spaces. The present two studies explored the contributions provided by different stakeholder groups in the identification of architectural barriers in elementary and secondary schools. In each school, the principal, special education resource teacher and a student independently identified architectural barriers using an observational walkthrough method. The first study consisted of 29 schools where the student evaluator had a physical disability and the second study consisted of 22 schools where the student evaluator did not have a disability. The results of both studies showed that students identified the greatest number of barriers and principals the least. The type and location of identified barriers are explored and the conclusions are examined in relation to person-environment congruence. The results highlight the efficacy of youth involvement and provide support for collaborative assessments that equitably involve all stakeholders in inclusive environmental assessments.     

江泽民对邓小平青年全面发展理论的继承和发展

从对马克思主义人的全面发展的内涵出发,阐述了邓小平以“四有”新人为主要内容的青年全 面发展理论,并进一步探讨了江泽民针对国际国内形势和时代特征对邓小平这一理论的继承与发展。     

Youth participation in disaster risk reduction through science clubs in the Philippines

With the UN‐led celebration of the International Year of Youth from August 2010 to August 2011 there has been a renewed interest in young people and the vital role they can play in important issues, such as disaster risk reduction (DRR). This study aims to examine the potential of science clubs as a vehicle for youth participation in DRR in the Philippines. A questionnaire survey was conducted to obtain quantitative and qualitative data. A total of 658 science club members from different provinces of the Philippines participated in the survey. The result of the survey is used to explain how the major barriers to youth participation in DRR can be overcome. Through science clubs, the youth can become a link between their school, home and community and can contribute to spreading knowledge about disaster prevention, preparedness and response learned inside and outside the classroom.