The Diminished Importance of Cultural Sustainability in Spatial Planning: The Case of Slovenia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Formal spatial planning procedures tend to neglect the importance of socio-cultural elements that are inherently present as part of 'soft infrastructure' and are constituted from traditions, lifestyles, wishes, and the routines of individuals that form a local community. In contrast, the concept of cultural sustainability is closely linked with the socio-cultural heterogeneity of a local community. The inability of the formal spatial planning system in Slovenia to adequately engage with the social wishes and resistances of residents is highlighted in situations involving problematic confrontations between the members of the dominant 'common culture' and marginal groups. Two cases from Ljubljana are presented: the stigmatization of the Fužine neighbourhood and the problematic of mosque construction. The cases illustrate that the 'majority' of residents tend to perceive many subcultural representations in space as foreign, non-indigenous elements that could disrupt the everyday routine in a local community. They show how the deficiencies of the current spatial planning system in Slovenia are unable to address challenges posed by contemporary society's cultural, social, and economic transformations and can work quite the opposite way – by increasing the complexity (and level of difficulty) for possible implementation of measures supporting cultural heterogeneity in planning practice.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it