Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 ... more Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 pandemic with extremely limited resources, resulting in adaptive and unique approaches to teaching and learning (use of mobile phones; national television; online live teaching and resources), but many children are missing out on critical periods of their education. The situation is exacerbated due to the Covid-19 pandemic and reform in the education policy is underway in response. The research project ‘Crisis-led approaches to teaching and learning in Bangladesh: New frameworks for outdoor, blended learning in low-income country contexts’ aims to address these challenges and inform policy through developing a framework to combine digital learning with outdoor learning for primary education in Bangladesh, to mitigate the impact of the pandemic, but also to improve children’s educational and wellbeing outcomes in the longer term. Through working in partnership with BUET and #NextGenEdu and directly with primary teachers and schools, we will develop an evidence base of the emerging responses to remote, blended, and outdoor learning in schools, households, and neighbourhoods during the pandemic and develop a collaborative network to address current problems and frame new solutions. This workshop report draws on the discussion in the first stakeholder workshop in Bangladesh supported by HEFCW GCRF funds. The workshop held in May 2021 over zoom, was organised jointly by Cardiff University, BUET, a2i, and #NextGenEdu. It was planned with stakeholders including the Director General of NAPE, Government Officials, education experts, teachers, practitioners, parents, urban planners, architects, and national and international NGOs, 57 participants from several national (both government and private) and international organisations took part. The workshop activities focused on the collective exploration of the existing educational responses to the pandemic, challenges, and success stories of teaching and learning during the pandemic in the context of Bangladesh, and insights on the development of a blended learning framework. The pandemic has had a severe impact on education across Bangladesh as children’s learning has continued to be disrupted since school closures on the 18th of March 2020. A range of digital and online solutions to distanced and blended learning were discussed in the workshop. These ranged from nationwide approaches (e.g., centralised online educational resources such as Muktopath, and online meeting tools including Google Meet, Zoom, Imo, WhatsApp), to individual teachers’ methods of delivering teaching and learning using digital tools (e.g., building own Facebook pages, and self-designed learning spaces at home). A number of other ‘low-tech’ solutions were discussed at a range of scales, some focusing on ‘tools’ (e.g., ‘phoneschooling’, lessons broadcasted through TV and radio) and others focusing on teachers’ pedagogic methods (e.g., physically delivering materials to students’ homes). Whilst the majority of workshop participants were enthusiastic about outdoor learning, there were limited examples (e.g., courtyard teaching) discussed of where outdoor learning had been effectively taking place. A range of possibilities was discussed that include the use of outdoor spaces like streets, community spaces, schoolyards, gardens, or fields. One of the most critical concerns for the workshop participants was about inequalities associated with blended and distanced learning for both teachers and children. The participants were apprehensive about the substantial disparities in access to technology, and other physical and technology-relevant infrastructure, as a2i estimated that 53% of people do not have any access to the internet. Awareness of available resources was also raised as an issue. Participants reported that students missed out on important social contact and their increased screen time was a matter of concern for parents. Whilst school attendance at primary and secondary levels had improved over the last decade, a wider scale concern was the extent to which children will return to school as many would be unable to ‘catch up’. Some participants, therefore, felt that the focus on digital devices was misplaced and that instead much more focus should be placed on low-tech learning solutions. Workshop participants felt strongly that teachers need access to relevant, quality professional development and support to be able to continue teaching in crisis contexts. While positive examples of schools being proactive, and quickly delivering teacher training in response to school closures was evident, there was considerable concern for the lack of training for teachers to use digital tools to conduct distance learning, with significant inequalities noted between teachers in different economic, personal, and locational circumstances. A range of problems with high-tech solutions was discussed (e.g., teacher…
Supplemental material, Appendix_EandB for Can an Outdoor Learning Environment Improve Children... more Supplemental material, Appendix_EandB for Can an Outdoor Learning Environment Improve Children's Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh by Matluba Khan, Sarah McGeown and Simon Bell in Environment and Behavior
purposively selected from a range of socioeconomic backgrounds. Semi-structured interviews were c... more purposively selected from a range of socioeconomic backgrounds. Semi-structured interviews were completed with eleven parents (nine mothers; two fathers) in parents' homes. Transcripts were analysed using thematic analysis. Results Two themes were developed from analysis. 'Quality of communication' describes how parents develop confidence in the SALT and open communication. 'Shared responsibility' describes how parents felt supported by and jointly responsible with the SALT in helping their child. Elements of the interaction that may help SALTs engage parents more fully are: sharing expertise freely, communicating information clearly, demonstrating understanding of the parents' perspective, treating the parent as an equal, encouraging open dialogue, supporting parents, showing genuine interest in the child and providing personalised and achievable therapy advice. Conclusion and implications for clinical practice This study has increased understanding of how SALTs can work with parents to optimise engagement. SALTs can consider elements of the parent-SALT interaction that they may need to demonstrate more fully to engage parents with therapy. Future studies could measure and evaluate these elements.
International Journal of Environmental Research and Public Health, 2019
PROVE is a Portuguese program that empowers small-scale farmers organized into local networks to ... more PROVE is a Portuguese program that empowers small-scale farmers organized into local networks to directly commercialize baskets of locally produced fruits and vegetables to consumers. This study applied a post-test-only non-equivalent group design to evaluate the resulting influence on the social empowerment of farmers and on consumer diets. The method included conducting a survey of PROVE farmers (n = 36) and a survey of PROVE consumers (n = 294) that were compared against matched samples of Portuguese respondents of international surveys (European Social Survey, n = 36 and the INHERIT Five-Country Survey, n = 571, respectively). PROVE farmers reported higher scores for perceived influence on the work environment than the national sample. PROVE consumers were more likely to eat five or more portions of fruits and vegetables a day in comparison to the matched sample of Portuguese citizens (average odds ratio: 3.05, p < 0.05). Being a PROVE consumer also generated an impact on the...
International Journal of Environmental Research and Public Health, 2019
Green space areas offer several benefits that support our physical, psychological, and social hea... more Green space areas offer several benefits that support our physical, psychological, and social health. However, the level of engagement with green space areas may not be the same across population groups. Using a mixed-method research design, we investigated the use of a green space area and whether and how the area was beneficial for health, social inclusion, and physical activity for all socioeconomic groups in a suburban area in Norway. The study showed significantly increased use of the area from 2015–2018 and that users belonged to different socioeconomic groups. The motivation for using the area was the opportunity to experience nature and to interact socially. While no significant changes in self-rated health, life satisfaction, or levels of physical activity were found, the study indicates that factors such as location, availability, and designated places for social interaction are important motivating factors for use. Users from the lower socioeconomic groups were among the ...
International Journal of Environmental Research and Public Health, 2019
The world’s challenges of climate change, damage to ecosystems, and social and health inequalitie... more The world’s challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning intervention...
International Journal of Environmental Research and Public Health, 2019
Urbanization, costs of green space maintenance, and diminishing connection between people and nat... more Urbanization, costs of green space maintenance, and diminishing connection between people and nature all exert pressures on urban green space. This is regrettable as green space has the potential to create wins for environmental sustainability, health, and health equity. This paper explores this potential triple win and investigates how to increase the use of urban green space through behavior change. A narrative literature review was conducted and was supplemented with literature suggested by experts. Results show that creating well-designed green spaces and stimulating people to use them can indeed deliver this triple win. Providing accessible, attractive, well-maintained green space with room for socialization, and where people feel safe, may increase the opportunity and motivation of people to use it more often. Informing and educating people and organizing activities may increase capability (and motivation) to use green space. Since the use of green space depends on life stage,...
International Journal of Environmental Research and Public Health, 2019
Combined diet and physical activity school-based interventions (rather than only diet or physical... more Combined diet and physical activity school-based interventions (rather than only diet or physical activity interventions) are more likely to help prevent children from becoming overweight in the long term. However, such interventions are less prevalent, and therefore, this pilot study aimed to assess the feasibility of a gardening intervention coupled with awareness about plant-based meals among 9−10 year old children in a London primary school. We recruited 60 children from two Year 5 classes, one class participated as an intervention group, and results were compared against another class who acted as the control group. Children’s physical activity (PA) was measured using GENEActiv wrist-worn accelerometers. Their fruit and vegetable intake and attitudes to and preferences in eating fruits and vegetables were measured using a self-report questionnaire. Furthermore, three focus groups were held with children in the intervention group to understand the reasons behind any change as a ...
The present study adopted a quasi-experimental mixed method approach to investigate the influence... more The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children ( n = 29) received math and science classes outdoors, while a comparison group ( n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included ( n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These result...
ABSTRACT Due to the cultural and economic environment, tall buildings are an inevitable building ... more ABSTRACT Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This is to compensate for and to create the balance. Thus landscaping and planting at the upper parts of a tall building are crucial to the aesthetic well being of the users as well as being an important ecological issue for this intensive building type. Having acquainted with extensive knowledge about bio-climatic approach this paper discusses the ‘greening’ of the high-rise buildings with innovative approach that leads to eco-sustainable tall buildings in the context of Dhaka city.
Due to the cultural and economic environment, tall buildings are an inevitable building form and ... more Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This...
In the field of architecture a considerable gap is experienced between those who design and contr... more In the field of architecture a considerable gap is experienced between those who design and contribute in the production of built form on the one hand and those that involve in research on the other (Sailer, Budgen, Lonsdale, Turner and Penn, 2007). This gap between research and practice leads to a wide-spread ignorance and inability to make practical use of evidence-based research, resulting too often in poor designs and a self-absorbed research that cannot make a difference to peoples’ everyday lives and spatial experience. However, if we wish to design for well used and effective built environment and urban spaces we need both research and practice collaborating each other and integrating into design processes due to the fact that architecture is confronted with ever more challenges. The focus of this paper is to explore, experience and discuss the efficiency of employing simulations for more appropriate and well illuminated learning space, with the help of a structured methodolo...
Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 ... more Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 pandemic with extremely limited resources, resulting in adaptive and unique approaches to teaching and learning (use of mobile phones; national television; online live teaching and resources), but many children are missing out on critical periods of their education. The situation is exacerbated due to the Covid-19 pandemic and reform in the education policy is underway in response. The research project ‘Crisis-led approaches to teaching and learning in Bangladesh: New frameworks for outdoor, blended learning in low-income country contexts’ aims to address these challenges and inform policy through developing a framework to combine digital learning with outdoor learning for primary education in Bangladesh, to mitigate the impact of the pandemic, but also to improve children’s educational and wellbeing outcomes in the longer term. Through working in partnership with BUET and #NextGenEdu and directly with primary teachers and schools, we will develop an evidence base of the emerging responses to remote, blended, and outdoor learning in schools, households, and neighbourhoods during the pandemic and develop a collaborative network to address current problems and frame new solutions. This workshop report draws on the discussion in the first stakeholder workshop in Bangladesh supported by HEFCW GCRF funds. The workshop held in May 2021 over zoom, was organised jointly by Cardiff University, BUET, a2i, and #NextGenEdu. It was planned with stakeholders including the Director General of NAPE, Government Officials, education experts, teachers, practitioners, parents, urban planners, architects, and national and international NGOs, 57 participants from several national (both government and private) and international organisations took part. The workshop activities focused on the collective exploration of the existing educational responses to the pandemic, challenges, and success stories of teaching and learning during the pandemic in the context of Bangladesh, and insights on the development of a blended learning framework. The pandemic has had a severe impact on education across Bangladesh as children’s learning has continued to be disrupted since school closures on the 18th of March 2020. A range of digital and online solutions to distanced and blended learning were discussed in the workshop. These ranged from nationwide approaches (e.g., centralised online educational resources such as Muktopath, and online meeting tools including Google Meet, Zoom, Imo, WhatsApp), to individual teachers’ methods of delivering teaching and learning using digital tools (e.g., building own Facebook pages, and self-designed learning spaces at home). A number of other ‘low-tech’ solutions were discussed at a range of scales, some focusing on ‘tools’ (e.g., ‘phoneschooling’, lessons broadcasted through TV and radio) and others focusing on teachers’ pedagogic methods (e.g., physically delivering materials to students’ homes). Whilst the majority of workshop participants were enthusiastic about outdoor learning, there were limited examples (e.g., courtyard teaching) discussed of where outdoor learning had been effectively taking place. A range of possibilities was discussed that include the use of outdoor spaces like streets, community spaces, schoolyards, gardens, or fields. One of the most critical concerns for the workshop participants was about inequalities associated with blended and distanced learning for both teachers and children. The participants were apprehensive about the substantial disparities in access to technology, and other physical and technology-relevant infrastructure, as a2i estimated that 53% of people do not have any access to the internet. Awareness of available resources was also raised as an issue. Participants reported that students missed out on important social contact and their increased screen time was a matter of concern for parents. Whilst school attendance at primary and secondary levels had improved over the last decade, a wider scale concern was the extent to which children will return to school as many would be unable to ‘catch up’. Some participants, therefore, felt that the focus on digital devices was misplaced and that instead much more focus should be placed on low-tech learning solutions. Workshop participants felt strongly that teachers need access to relevant, quality professional development and support to be able to continue teaching in crisis contexts. While positive examples of schools being proactive, and quickly delivering teacher training in response to school closures was evident, there was considerable concern for the lack of training for teachers to use digital tools to conduct distance learning, with significant inequalities noted between teachers in different economic, personal, and locational circumstances. A range of problems with high-tech solutions was discussed (e.g., teacher…
Supplemental material, Appendix_EandB for Can an Outdoor Learning Environment Improve Children... more Supplemental material, Appendix_EandB for Can an Outdoor Learning Environment Improve Children's Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh by Matluba Khan, Sarah McGeown and Simon Bell in Environment and Behavior
purposively selected from a range of socioeconomic backgrounds. Semi-structured interviews were c... more purposively selected from a range of socioeconomic backgrounds. Semi-structured interviews were completed with eleven parents (nine mothers; two fathers) in parents' homes. Transcripts were analysed using thematic analysis. Results Two themes were developed from analysis. 'Quality of communication' describes how parents develop confidence in the SALT and open communication. 'Shared responsibility' describes how parents felt supported by and jointly responsible with the SALT in helping their child. Elements of the interaction that may help SALTs engage parents more fully are: sharing expertise freely, communicating information clearly, demonstrating understanding of the parents' perspective, treating the parent as an equal, encouraging open dialogue, supporting parents, showing genuine interest in the child and providing personalised and achievable therapy advice. Conclusion and implications for clinical practice This study has increased understanding of how SALTs can work with parents to optimise engagement. SALTs can consider elements of the parent-SALT interaction that they may need to demonstrate more fully to engage parents with therapy. Future studies could measure and evaluate these elements.
International Journal of Environmental Research and Public Health, 2019
PROVE is a Portuguese program that empowers small-scale farmers organized into local networks to ... more PROVE is a Portuguese program that empowers small-scale farmers organized into local networks to directly commercialize baskets of locally produced fruits and vegetables to consumers. This study applied a post-test-only non-equivalent group design to evaluate the resulting influence on the social empowerment of farmers and on consumer diets. The method included conducting a survey of PROVE farmers (n = 36) and a survey of PROVE consumers (n = 294) that were compared against matched samples of Portuguese respondents of international surveys (European Social Survey, n = 36 and the INHERIT Five-Country Survey, n = 571, respectively). PROVE farmers reported higher scores for perceived influence on the work environment than the national sample. PROVE consumers were more likely to eat five or more portions of fruits and vegetables a day in comparison to the matched sample of Portuguese citizens (average odds ratio: 3.05, p < 0.05). Being a PROVE consumer also generated an impact on the...
International Journal of Environmental Research and Public Health, 2019
Green space areas offer several benefits that support our physical, psychological, and social hea... more Green space areas offer several benefits that support our physical, psychological, and social health. However, the level of engagement with green space areas may not be the same across population groups. Using a mixed-method research design, we investigated the use of a green space area and whether and how the area was beneficial for health, social inclusion, and physical activity for all socioeconomic groups in a suburban area in Norway. The study showed significantly increased use of the area from 2015–2018 and that users belonged to different socioeconomic groups. The motivation for using the area was the opportunity to experience nature and to interact socially. While no significant changes in self-rated health, life satisfaction, or levels of physical activity were found, the study indicates that factors such as location, availability, and designated places for social interaction are important motivating factors for use. Users from the lower socioeconomic groups were among the ...
International Journal of Environmental Research and Public Health, 2019
The world’s challenges of climate change, damage to ecosystems, and social and health inequalitie... more The world’s challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning intervention...
International Journal of Environmental Research and Public Health, 2019
Urbanization, costs of green space maintenance, and diminishing connection between people and nat... more Urbanization, costs of green space maintenance, and diminishing connection between people and nature all exert pressures on urban green space. This is regrettable as green space has the potential to create wins for environmental sustainability, health, and health equity. This paper explores this potential triple win and investigates how to increase the use of urban green space through behavior change. A narrative literature review was conducted and was supplemented with literature suggested by experts. Results show that creating well-designed green spaces and stimulating people to use them can indeed deliver this triple win. Providing accessible, attractive, well-maintained green space with room for socialization, and where people feel safe, may increase the opportunity and motivation of people to use it more often. Informing and educating people and organizing activities may increase capability (and motivation) to use green space. Since the use of green space depends on life stage,...
International Journal of Environmental Research and Public Health, 2019
Combined diet and physical activity school-based interventions (rather than only diet or physical... more Combined diet and physical activity school-based interventions (rather than only diet or physical activity interventions) are more likely to help prevent children from becoming overweight in the long term. However, such interventions are less prevalent, and therefore, this pilot study aimed to assess the feasibility of a gardening intervention coupled with awareness about plant-based meals among 9−10 year old children in a London primary school. We recruited 60 children from two Year 5 classes, one class participated as an intervention group, and results were compared against another class who acted as the control group. Children’s physical activity (PA) was measured using GENEActiv wrist-worn accelerometers. Their fruit and vegetable intake and attitudes to and preferences in eating fruits and vegetables were measured using a self-report questionnaire. Furthermore, three focus groups were held with children in the intervention group to understand the reasons behind any change as a ...
The present study adopted a quasi-experimental mixed method approach to investigate the influence... more The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children ( n = 29) received math and science classes outdoors, while a comparison group ( n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included ( n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These result...
ABSTRACT Due to the cultural and economic environment, tall buildings are an inevitable building ... more ABSTRACT Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This is to compensate for and to create the balance. Thus landscaping and planting at the upper parts of a tall building are crucial to the aesthetic well being of the users as well as being an important ecological issue for this intensive building type. Having acquainted with extensive knowledge about bio-climatic approach this paper discusses the ‘greening’ of the high-rise buildings with innovative approach that leads to eco-sustainable tall buildings in the context of Dhaka city.
Due to the cultural and economic environment, tall buildings are an inevitable building form and ... more Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This...
In the field of architecture a considerable gap is experienced between those who design and contr... more In the field of architecture a considerable gap is experienced between those who design and contribute in the production of built form on the one hand and those that involve in research on the other (Sailer, Budgen, Lonsdale, Turner and Penn, 2007). This gap between research and practice leads to a wide-spread ignorance and inability to make practical use of evidence-based research, resulting too often in poor designs and a self-absorbed research that cannot make a difference to peoples’ everyday lives and spatial experience. However, if we wish to design for well used and effective built environment and urban spaces we need both research and practice collaborating each other and integrating into design processes due to the fact that architecture is confronted with ever more challenges. The focus of this paper is to explore, experience and discuss the efficiency of employing simulations for more appropriate and well illuminated learning space, with the help of a structured methodolo...
In the field of architecture a considerable gap is experienced between those who design and contr... more In the field of architecture a considerable gap is experienced between those who design and contribute in the production of built form on the one hand and those that involve in research on the other (Sailer, Budgen, Lonsdale, Turner and Penn, 2007). This gap between research and practice leads to a wide-spread ignorance and inability to make practical use of evidence-based research, resulting too often in poor designs and a self-absorbed research that cannot make a difference to peoples’ everyday lives and spatial experience. However, if we wish to design for well used and effective built environment and urban spaces we need both research and practice collaborating each other and integrating into design processes due to the fact that architecture is confronted with ever more challenges. The focus of this paper is to explore, experience and discuss the efficiency of employing simulations for more appropriate and well illuminated learning space, with the help of a structured methodology using lighting simulation in supporting architectural design process.
The use of lighting simulation tools and the associated research can help to a greater extent in the design decision making process for a more appropriate luminous environment. It is a matter of regret that in Bangladesh generally prototype school buildings are designed as spaces with an inattentive architecture resulting ill-health and discomfort conditions for the users. As visual tasks such as reading and writing are central to the educational period, providing a visual comfort condition in these buildings is essential. School environments depend mostly on natural daylight except the special cases of the evening teaching for elderly and disadvantaged groups.
This paper emphasizes on the daylight study (Khan, 2010) of the general classrooms considering their long time usage by the pupils compared to other spaces in the school buildings and finally investigates the effectiveness of architectural research in design practice by the use of computational lighting simulation software as a design support tool for a better luminous environment.
Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 ... more Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 pandemic with extremely limited resources, resulting in adaptive and unique approaches to teaching and learning (use of mobile phones; national television; online live teaching and downloadable resources), but many children are missing out on critical periods of their education. The situation is exacerbated due to the Covid-19 pandemic and reform in the education policy is underway in response. The research project 'Crisis-led approaches to teaching and learning in Bangladesh: new frameworks for outdoor, blended learning in low-income country contexts' addressed these challenges and seeks to inform policy through developing a framework to combine digital learning with outdoor learning for primary education in Bangladesh, to mitigate the impact of the pandemic, but also to improve children's educational and wellbeing outcomes in the longer term. i CRISIS-LED APPROACHES TO TEACHING AND LEARNING IN BANGLADESH Key Recommendations Key findings and recommendations from the survey include: prioritisation of teacher training in digital and outdoor pedagogies, context specific blended learning design through mapping of spaces for digital, home and outdoor learning, and integration of outdoor learning in curriculum. Recommendations from children and families included: more interactive online learning, and creating opportunities for play, social interactions and outdoor learning when schools reopen to make up for the 'gap' induced by the pandemic. Recommendations from promising practices include support from the local authorities and school management for implementation of blended-outdoor learning in schools. Approaches to Remote Teaching 5% used TV 3% used WS 2% used Radio HIgh Tech Approaches & Tools Low Tech Approaches & Tools Challenges Faced by Teachers Creative Approaches Creating own Teaching Studio Use of Social Media for wider reach Teaching Outdoors 33% used Facebook 37% used Zoom 30% used IMO 26% used Phonecall only 58% have access to laptop only 39% have broadband connection 82% did not have training for remote teaching ii TOWARDS A BLENDED LEARNING FRAMEWORK Figure 1a: A summary of remote teaching approaches taken and challenges faced by teachers during COVID-19 pandemic.
ESPAÑOL
La niñez ocupa un lugar central en las narrativas omnipresentes de las "crisis migratorias". A menudo ésta es representada como esencialmente vulnerable y necesitada de protección especial, como sospechosamente parecida a los adultos, o como una amenaza para las fronteras nacionales. Al mismo tiempo, existen muchas voces, experiencias e historias que rara vez son escuchadas, especialmente aquellas que hablan sobre las infancias en movimiento dentro del Sur global. 'Este libro bilingüe, escrito en inglés y español, desafía las narrativas simplistas para enriquecer nuestra perspectivas y comprensión. Basada en colaboraciones entre jóvenes (in)migrantes, investigadores, artistas y activistas, esta colección plantea nuevas preguntas sobre cómo se producen las crisis, cómo se controla la movilidad y cómo se conceptualiza a la infancia y la niñez. Las respuestas a estas preguntas tienen profundas implicaciones para la distribución de recursos, la infraestructura y las prácticas de cuidado. Las y los autores ofrecen perspectivas que surgen de diversos contextos globales, construyendo un rico y detallado tapiz sobre la (in)movilidad infantil. Destacan que niñas y niños son mucho más que simples receptores de cuidados y que las crisis que enfrentan son múltiples y estratificadas, con profundas raíces históricas. Se invita a las/os lectoras/es a entender la migración como un acto de concientización y amor, y a poner atención en cómo se entienden y forjan las solidaridades entre ciudadanos y aquellos que son percibidos como “otros”; entre adultos y niñas/os, y entre las/os niñas/os mismas/os.
ENGLISH
Children feature centrally in the ubiquitous narratives of ‘migration crises’. They are often depicted as essentially vulnerable and in need of special protections, or suspiciously adult-like and a threat to national borders. At the same time, many voices, experiences, and stories are rarely heard, especially about children on the move within the global South. This bilingual book, written in English and Spanish, challenges simplistic narratives to enrich perspectives and understanding. Drawing on collaborations between young (im)migrants, researchers, artists and activists, this collection asks new questions about how crises are produced, mobility is controlled, and childhood is conceptualised. Answers to these questions have profound implications for resources, infrastructures, and relationships of care. Authors offer insights from diverse global contexts, painting a rich and insightful tapestry about childhood (im)mobility. They stress that children are more than recipients of care and that the crises they face are multiple and stratifying, with long historical roots. Readers are invited to understand migration as an act of concern and love, and to attend to how the solidarities between citizens and ‘others’, adults and children, and between children, are understood and forged.
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Papers by Matluba Khan
The use of lighting simulation tools and the associated research can help to a greater extent in the design decision making process for a more appropriate luminous environment. It is a matter of regret that in Bangladesh generally prototype school buildings are designed as spaces with an inattentive architecture resulting ill-health and discomfort conditions for the users. As visual tasks such as reading and writing are central to the educational period, providing a visual comfort condition in these buildings is essential. School environments depend mostly on natural daylight except the special cases of the evening teaching for elderly and disadvantaged groups.
This paper emphasizes on the daylight study (Khan, 2010) of the general classrooms considering their long time usage by the pupils compared to other spaces in the school buildings and finally investigates the effectiveness of architectural research in design practice by the use of computational lighting simulation software as a design support tool for a better luminous environment.
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ESPAÑOL
La niñez ocupa un lugar central en las narrativas omnipresentes de las "crisis migratorias". A menudo ésta es representada como esencialmente vulnerable y necesitada de protección especial, como sospechosamente parecida a los adultos, o como una amenaza para las fronteras nacionales. Al mismo tiempo, existen muchas voces, experiencias e historias que rara vez son escuchadas, especialmente aquellas que hablan sobre las infancias en movimiento dentro del Sur global. 'Este libro bilingüe, escrito en inglés y español, desafía las narrativas simplistas para enriquecer nuestra perspectivas y comprensión. Basada en colaboraciones entre jóvenes (in)migrantes, investigadores, artistas y activistas, esta colección plantea nuevas preguntas sobre cómo se producen las crisis, cómo se controla la movilidad y cómo se conceptualiza a la infancia y la niñez. Las respuestas a estas preguntas tienen profundas implicaciones para la distribución de recursos, la infraestructura y las prácticas de cuidado. Las y los autores ofrecen perspectivas que surgen de diversos contextos globales, construyendo un rico y detallado tapiz sobre la (in)movilidad infantil. Destacan que niñas y niños son mucho más que simples receptores de cuidados y que las crisis que enfrentan son múltiples y estratificadas, con profundas raíces históricas. Se invita a las/os lectoras/es a entender la migración como un acto de concientización y amor, y a poner atención en cómo se entienden y forjan las solidaridades entre ciudadanos y aquellos que son percibidos como “otros”; entre adultos y niñas/os, y entre las/os niñas/os mismas/os.
ENGLISH
Children feature centrally in the ubiquitous narratives of ‘migration crises’. They are often depicted as essentially vulnerable and in need of special protections, or suspiciously adult-like and a threat to national borders. At the same time, many voices, experiences, and stories are rarely heard, especially about children on the move within the global South. This bilingual book, written in English and Spanish, challenges simplistic narratives to enrich perspectives and understanding. Drawing on collaborations between young (im)migrants, researchers, artists and activists, this collection asks new questions about how crises are produced, mobility is controlled, and childhood is conceptualised. Answers to these questions have profound implications for resources, infrastructures, and relationships of care. Authors offer insights from diverse global contexts, painting a rich and insightful tapestry about childhood (im)mobility. They stress that children are more than recipients of care and that the crises they face are multiple and stratifying, with long historical roots. Readers are invited to understand migration as an act of concern and love, and to attend to how the solidarities between citizens and ‘others’, adults and children, and between children, are understood and forged.