Children's Spaces

Mit Ausgabe 2.23 setzen die „Spiegelungen“ den Themenschwerpunkt „Kind und Gesellschaft“ mit weiteren Fallstudien fort, die zeitlich vom ausgehenden 19. bis ins 21. Jahrhundert reichen. Das Bemühen um Kinderspielplätze in Kaschau/Košice, die „Militarisierung der Kindheit“ in Kinderzeitschriften der sowjetischen Ukraine der Zwischenkriegszeit, Erinnerungen an die „Kindertransporte“ jüdischer Kinder 1938/39 sowie außerschulische Sozialisationsmöglichkeiten von ungarndeutschen Kindern heute decken ein breites thematisches und regionales Spektrum ab.

Background: In learning of anatomy, bones and viscera are very important. Now days, artificial bones are replacing the original bones for study purpose due to unavailability. Original viscera are available for students only at dissection hours. So we have tried to find out perception of medical students towards artificial bones and POP models of viscera. Materials and Methods: We had prepared a questionnaire consisting of 20 questions, 10 related to bones and 10 related to the POP models of viscera and asked 150 students of 1 st year MBBS to answer it. Results: All the 150 students agreed that bones are necessary for study but only 36 students have bone set (14 original & 22 artificial). Maximum students get the bones only when made available from department. While 107 (71%) students said they would prefer original specimen of viscera, over POP models, for studying; but still 126 (84%) wanted to keep the POP models of viscera while studying its relations from text book. Conclusions: Good quality artificial bones should be promoted for students, if original bones are not available. It will be better than having nothing. POP models of viscera cannot replace original viscera but due to its handy quality will be helpful for understanding.

Grounded theory research students are frequently faced with the challenge of writing a research proposal and using a theoretical framework as part of the academic requirements for a degree programme. Drawing from personal experiences of two PhD graduates who used classic grounded theory in two different universities, this paper highlights key lessons learnt which may help future students who are setting out to use grounded theory method. It identifies key discussion points that students may find useful when engaging with critical audiences, and defending their grounded theory thesis at final examination. Key discussion points included are: the difference between inductive and deductive inquiry; how grounded theory method of data gathering and analysis provide researchers with a viable means of generating new theory; the primacy of the questions used in data gathering and data analysis; and, the research-theory link as opposed to the theory-research link.

Paru dans V. Boy (dir.). L'école sans murs. Une école de la reliance. (p. 35-46). Paris : L'Harmattan. ISBN 9782343167206 LE TEMPS ET L'ESPACE A L'ÉCOLE EN FRANCE : D'ATTENTES INSTITUTIONNELLES RÉDUITES À DES ACTIVITES ECO-CITOYENNES DIVERSIFIÉES Si la question d'une "école sans murs" est posée, est-ce parce que nous sommes tellement habitués à vivre de façon "incarcérée" que nous ne nous en rendons même plus compte ? Dans une émission télévisée de 2013, Pierre Rabhi (Mouvement Colibris, pour une insurrection des consciences) nous faisait réaliser que : "de la maternelle à l'université on est

This course is simply a reading of several crucial works on Aesthetic Theory: Kant's Third Critique, Schiller's Letters on the Aesthetic Education of Man, Hegel's Introduction to the Lectures on Aesthetics, and Adorno's Aesthetic Theory. From time to time a few important interpretive essays will be assigned, but for the most part this will be a course based on careful readings of these texts. Students should endeavour to read all of these over the summer. Much of the course will focus on the relation between aesthetics and politics and between aesthetic theory and culture as an object of study, but there will be room for very many issues, including the relation between aesthetic theory and historical art practices. This is a reading course, and students will be expected to produce a small number of response papers rather than a longer research essay.

While we humans exist in space through our bodies, we experience it via all our senses and build up an integrated knowledge of the world in our memories. However, children’s conception of the world differs from adults due to their developmental stages. This study aims to examine human-space interaction with a new approach to reveal the effects of sensory stimuli on children's perception and memory of space. The case study was conducted in a theme park that offers various sensory stimuli with particularly designed spaces and activities. For the behavioral data, the spatial preferences of the participants (33 children, age 10) were recorded during the tour, and for the memory data participants were asked to draw pictures (cognitive maps) afterwards. The data sets were redefined by the main sensory stimuli offered by the spatial units (spatial data), and the number of stimulus experiences and the number of stimulus recalls were analyzed comparatively. Contrary to popular belief, the results show that (1) all of the senses take part in perception depending on the existing stimuli in the space, vision does not have any precedence; (2) the functioning of the senses during an experience changes depending on how much stimulus they are exposed to and how much the body participates in the perception process; (3) kinesthetic stimuli come to the fore as the best stored stimuli in memory, whereas the taste stimuli remain in the background as the least remembered ones. The case study group was limited, the subjective aspects of perception, and the age and gender differences that may exist are ignored. With the inclusion of age and gender factors precisely, this methodology could reveal promising alternatives for design methods and guide the production of all types of architectural spaces, including the children's spaces. This study proposes an original perspective that regards both the physical and social components of the space as the source of perception; and it attempts to make up for a deficiency by regarding the children who are mostly neglected in other studies, yet are active users of the space.

The study has evaluated macro and micro postural analysis and angular relationships of the main anatomical segments involved in the activity of typewriting in old typewriters and current computer keyboards. Our protocol consider this objects with the goals to identify and to rescue structural benefits of the old typewriters that were not incorporated in the current design of keyboards for computers, as well as those activities' aspects and properties. As results, we have that some old typewriters' attributes which were not considered for the design of new computer keyboards can contribute to reduce the wrist overload.

You should read this guide if your school is in the process of, or just starting any design or refurbishment, where you want pupils and as much of the school to be included as possible. If you are not directly involved in this process, then pass the leaflet on to the members of staff who are going to be involved, so that they can start planning how to involve as wide and fair a group of people in the process as possible. We have sent out companion guides to LEAs and architects, but if the people you are working with have not seen one, then feel free to share and discuss the contents of this with them. We have found that LEAs and architects are eager to engage young people but may not know the best way to do this. This guide was produced by a team of researchers from the experiences of a two year funded project. We want to show you the benefits of involving as large a range of pupils in the process as possible, and suggest some relatively quick and easy ways this can be accomplished. We have therefore left sections open for you to consider how such methods would fit in with your school ethos and could be used to draw in a wide range of pupils. The guide concludes with sections on how to prepare for pupil participation and what your pupils can do to get the most out of the new school build programme.

EXECUTIVE SUMMARY Sub-Project 4 (abbreviated as SP4) of TeleFOT deals with the evaluation and assessment of data collected during the various Field Operational Tests (FOTs) throughout the testsites in the project. The prime aim is to ensure that appropriate and rigorous analyses are conducted in order to identify the impacts of aftermarket and nomadic device/function use with confidence & validity.

The school environment affects pupils' and teachers' health, work and emotions: on average they spend around six hours a day and over one thousand hours a year in school. There is strong evidence for the argument that good design of school buildings makes these places pleasanter and more functional; and increases the quality of the considerable amount of time users spend there. A problem identified in a review of literature was that there appeared to be a gulf between school users and designers. This thesis is an effort to bridge that gap by involving school users' voices in the design process. It has been argued that users have a lot of implicit knowledge about school buildings and it would be valuable to make this explicit so that it can be instructive to all educators, architects, designers and policy-makers. This study explores the views and expectations of pupils and teachers regarding their school environments and has focused on making a tool for the school design ...