Letteratura scientifica selezionata sul tema "Therese Residential School"

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190 Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4 Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253 Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1 Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114 Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002 Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371 Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202 Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011 Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793 Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58. Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137 Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

This book provides a new study of ethnic segregation across English state schools in the period from 2011 to 2017. It examines whether patterns of school-level segregation decreased or increased over the period, how those patterns compare with patterns of residential segregation, whether particular types of schools are associated with greater ethnic separations, and whether socio-economic differences add to the geographies of ethnic segregation. We find that high levels of ethnic segregation do exist between the majority White British and some other ethnic groups such as the Bangladeshi and Pakistani, more so at the primary than secondary level of schooling, and increased also for the more affluent of the White British. However, there is no compelling evidence that ethnic segregation is increasing – instead, the general trend is towards desegregation and greater ethnic diversity within local authority areas and their schools. Nor is there persuasive evidence that ethnic segregation is exacerbated greatly (at least, not directly) by the present system of school choice because school intakes appear comparable to the characteristics of their surrounding neighbourhoods in their ethnic composition.

In September 2017 the Government passed the Mediation Act 2017. This Act sets out a statutory framework integrating mediation into the Irish civil justice system. The 2017 Act aims to promote mediation as a viable, effective and efficient alternative to court proceedings, thereby reducing legal costs, speeding up the resolution of disputes and reducing the stress and acrimony that often accompanies court proceedings. This new title focuses on the 2017 Act and takes the reader through it section by section, analysing the meaning and impact of each. In addition this is the first book in Ireland to draw together the law from many different disciplines and apply them to mediation. The relevance of the law of contract to mediation and the law relevant to family law mediations are particularly highlighted. The book also examines the law relevant to mediation in the context of the fundamental principles of mediation. The voluntary nature of mediation, the self determination of the parties, the neutrality and impartiality of the mediator and particularly the importance of confidentiality in the mediation process are therefore all explained in relation to the legal issues that arise as a consequence of their relevance to the mediation process. The book enables the reader to understand the relationship between the Mediation Act and the civil justice system with a detailed look at the relevant Rules of Court their interaction with the Act and application by the Courts. In European Union law the impact of the Directive on certain aspects of mediation in civil and commercial matters 2008 is referenced throughout the book. The book also examines a number of statutory procedures that fall outside the Mediation Act, giving a convenient, easily accessible description of the mediation processes under the following: Workplace Relations Act 2015The Residential Tenancies Act 2004The Disability Act 2005The Multi-Unit Developments Act 2011The Civil Liability and Courts Act 2004The Financial and Pensions Ombudsman Act 2017 Penelope McRedmond is a UK and US Lawyer and certified mediator. She taught constitutional law for a number of years in the UK and has recently been working as an independent researcher and writer while also lecturing on mediation at the Irish School of Ecumenics at Trinity College Dublin.

AbstractIn her chapter, Hanna Lindberg studies experiences of residential schools by focusing on the school for the deaf in Borgå, Finland. The school was the only school for deaf children from Swedish-speaking homes in Finland, and children from all parts of Finland were sent there to receive their education. The residential school was also a fragile institution, and the future of the school was repeatedly discussed. The chapter focuses on two periods of crisis during the 1930s and 1980s, and it analyzes how experiences were brought to the fore in the public dissemination of these crises. By comparing experiences of residential school life during two time periods 50 years apart, the chapter exposes changing conceptions of residential schools, deaf education, and language relations in Finland.

AbstractIn Finland, urban segregation has been identified as a new and increasing challenge for pursuing the ideal of the egalitarian comprehensive school. Yet very little is known of particular school contexts, and public concern over school segregation runs a risk of reproducing segregation by focusing in a stigmatising manner on schools in less advantaged areas. In this chapter, we draw on interview data from five comprehensive schools in the metropolitan area of Helsinki to examine how students of schools located in areas that may be considered disadvantaged talk about their everyday life in the school and residential area. We build on the idea that young people represent their lives as ordinary rather than adopting ‘in-risk’ positions, and examine ways in which the schools and residential areas are discussed. We argue that despite their awareness of local problems and racialised and social class-based inequalities, young people are attached to their schools and residential areas, and tend to describe the problems encountered as manageable. While there are statistical similarities between disadvantaged residential areas, the particular local contexts and their effects for young people’s everyday lives vary from one area to another and according to the young people’s social class and racialised background. This highlights the need to understand the particularities and connections between schools and residential areas in discussions of segregation and in attempts to address it.

AbstractThis chapter illustrates the South Korean perception of and policy approaches to schools from the perspective of ‘schools as community hubs’ versus ‘schools as sacred enclaves.’ It historically reviews aspiration to education and the geographical settings for it. High residential density characteristics have created superior environments for independent commutes and interactions between pupils and community members in South Korea. While planning approaches have advocated the role of schools in community building, there have been barriers, among which children’s safety is the most crucial. This chapter juxtaposes these two views by illustrating recent challenges in the removal of school fences and providing an example of community multi-functional buildings on a school site, arguing safety should be a firm pre-condition to leverage school facilities for society-wide community benefits.

AbstractThe period during which young people are financially and residentially dependent on their parents is lengthening and extending into adulthood. This has created an in-between period of “emerging adulthood” where young people are legal adults but without the full responsibilities and autonomy of independent adults. There is considerable debate over whether emerging adulthood represents a new developmental phase in which young people invest in schooling, work experiences, and life skills to increase their later lifetime chances of success or a reflection of poor economic opportunities and high living costs that constrain young people into dependence. In this chapter we examine the incidence of emerging adulthood and the characteristics and behaviours of emerging adults, investigating data from the Household, Income, and Labour Dynamics in Australia Survey. We find that a majority of young Australians who are 22 years old or younger are residentially and financial dependent on their parents and thus, emerging adults. We also find that a substantial minority of 23- to 25-year-olds meet this definition and that the proportion of young people who are emerging adults has grown over time. Emerging adults have autonomy in some spheres of their lives but not others. Most emerging adults are enrolled in school. Although most also work, they often do so through casual jobs and with low earnings. Young people with high-income parents receive co-residential and financial support longer than young people with low-income parents. Similarly, non-Indigenous young people and young people from two-parent families receive support for longer than Indigenous Australians or young people from single-parent backgrounds. The evidence strongly supports distinguishing emerging adulthood from other stages in the life course.

AbstractThis chapter is a contemplation on the future experiences of local high streets based on analysing the past and present of one such local street, Södergatan in Helsingborg, Sweden. This street was established in the mid-nineteenth century, in an emerging working-class district, Söder, whose initial residents lived in crowded conditions. Without any modern technologies for storing food, or any cars for travelling longer distances, they walked everywhere, that is, to specialized stores, to work, and to school, on a daily basis. This created a vibrant street life with plenty of opportunities for social encounters. However, the establishment of new residential areas, shopping malls and supermarkets on the outskirts of the city gradually emptied the district post-1950s, until international migrants repopulated it post-1980s. These migrants took over small-scale stores and revived many of the previous retail and shopping activities occurring along this local high street. While this development bolstered the vibrancy of the street, part of the district was restructured as a distinctive consumption space based on luxury experiences. Hence, drawing on the case of Södergatan, there might be a dual future trajectory for local high streets with the first of these thriving on the sense of convenience and mechanisation of everyday items and the second providing up-scaled services to an upper-class clientele.

The English systems of school choice and allocation may result in greater ethnic segregation between schools than between neighbourhoods. This chapter looks at that proposition and asks to what extent school levels of ethnic segregation reflect neighbourhood ethnic composition, where do they not, and for which types of school are the differences greatest? It makes a simple comparison of the segregation between schools and between neighbourhoods then, acknowledging the limitations of that comparison, employs a more sophisticated analysis to compare the diversity of schools’ intakes with what they would look like under a hypothetical system without choice. In the majority of cases, intakes into schools reflect the neighbourhoods that surround them and are not dissimilar to what would be expected under a neighbourhood-based system of pupil allocation. There is little evidence that the current system of school choice raises ethnic segregation substantially.

Whether, or to what degree, minority students are able to learn together with majority peers in schools is among the important context factors for their integration paths. In this chapter we investigate the extent of ethnic segregation in lower secondary schools in the four CILS4EU countries. We demonstrate that there are vast differences in majority exposure at school, both across the four countries as well as across ethnic groups within each country. Further analyses suggest that these group differences may be due to at least three reasons: ethnic differences in residential segregation, in the allocation across different ability tracks as well as ethnically specific school choice preferences. Finally, we show that low levels of majority exposure at school may not always come with a disadvantaged learning environment: in Germany, the Netherlands and Sweden schools with low majority shares tend to hold fewer learning-related resources; the opposite seems to apply for schools in England.

The issue of residential segregation has had a long history in the development of school desegregation laws and policies. Most social scientists and jurists would agree that school segregation is closely associated with racial segregation in housing, particularly in larger school systems. Residential segregation can give rise to school segregation between school systems, such as that existing between a predominantly minority city school system and its predominantly white suburban systems, and within a single school system when a neighborhood school policy reflects segregated residential patterns. The debate over the relationship between housing and school segregation arises, however, not from the mere fact of association, but from the causal interpretations applied to this association. Two major issues have framed the debates over this relationship. One issue concerns the causes of housing segregation itself, whether it arises primarily from discriminatory actions, either public or private, or from a complex set of social, economic, and demographic forces in which discrimination plays only a secondary role. The second issue focuses on the causal connections between school segregation and housing segregation and the direction of the causal relationship: the extent to which a neighborhood school policy actually contributes to housing segregation (rather than simply reflecting it) and the extent to which school desegregation contributes to integrated housing choices. On these points there is sharp disagreement between and within the social science and legal communities. The debates within the social science and legal communities have had reciprocating influences. On the one hand, a considerable amount of research on housing segregation has been generated by school desegregation litigation. On the other, a number of court decisions about the role of housing in school desegregation cases have been influenced by social science research and expert testimony. Thus the relationship between judicial policy and social science research is well illustrated by the housing segregation issue. The role of residential segregation in school desegregation law has itself passed through several stages during the past thirty years of school desegregation litigation.

Aaron, a seventeen-year-old junior, has recently moved in with a family friend after his biological mother no longer wanted him to live with her. The staff at Aaron's new high school, which only offers a full inclusion programming model, indicates that they cannot meet his needs. There are concerns about appropriate placement within a full inclusion model, but out-of-district placement in a residential setting may be too restrictive. Aaron's prior district does not understand the new high school's inability to provide services to him in a smaller class setting. The high school does not understand why Aaron's prior district is not actively seeking and supporting a residential educational setting. The state has recently assigned an educational surrogate to Aaron's case. The educational surrogate has been introduced to the individualized education program team, and she is entering this debate on appropriate versus available placements. The educational surrogate tries to piece together the case and ultimately do what is best for Aaron.

Abstract The year 1958 saw the beginning of modern local government grant systems in England. The 1958 reform of central grants to local authorities had a single, efficiency-driven, objective. Whereas before there had been a number of percentage grants (that is, where the more a council spent on schools, the more grant it would receive), the post-1958 arrangements created a new, general, grant for education, health, fire, child care, planning, road safety, traffic controls, electoral registration, training, recreation, residential care, and school crossings. The proportion of all grants-in-aid which were not tied to specific services increased from one-sixth of all grants to almost two-thirds (Travers 1986: 9). There was also a (separate) grant to assist authorities which had low taxable resources.

Women participation in India’s workforce is low, and this needs to improve for India to reap its demographic dividend. The progressing economy of India needs 119 million skilled workers between 2017-2022. However, around 88.5 million women are yet not into any form of education, employment, or training. The proportion of working-age women receiving any form of vocational training over the past decade has only increased from 6.8% in 2011-12 to 6.9% in 2018-19, Vs an increase of 14.6% to 15.7% for men. There is an imminent requirement to empower girls and women in India through quality education and skilling. The Open and distance learning system can play a major role in achieving this mission. National Institute of Open Schooling (NIOS), an ODL institution, is providing quality education and skill training to girls and women in the country through its special programs. The present paper mainly focuses on NIOS experience in integrating vocational training with school education for girls in more than 300 Kasturba Gandhi Balika Vidyalaya (KGBVs), special Government residential schools for girls. This is in line with National Education Policy 2020, which recommends integrating Vocational Education into the educational offerings of all Secondary Schools over the next decade. An attempt will be made in this paper to present the concerted efforts by NIOS for the education of girls and women, its impact, and the way forward.

The paper describes the condition of the "Dr. Archibald Rice" elementary school facility in Belgrade. There are cracks in the structure and on the playgrounds in the yard. They expand and increase over time. After a visual inspection, recording of damage and appropriate investigative works, the condition of the structure was reviewed and assessed, the causes of the damage were listed, and rehabilitation works were proposed. Making deep and long excavations near the school due to the construction of the BIG FASHION shopping center and residential and business complex DUNAVSKE TERASE had an influence on the terrain where the school is located and the creation of the new ones or the increase of certain existing damages on it. For this reason, it is especially important that, when constructing new buildings, the surrounding terrain should be properly secured and special precautions should be taken when there are older buildings nearby.

This study aims to investigate the cost surcharges of green buildings. In this study, the green construction cost surcharge (GCCS) is defined as the additional capital costs associated with sustainable building features and practices. More specifically, this study intends to (1) identify the green cost surcharge difference on a global scale, (2) identify the green cost surcharge differences across building types, and (3) gain a basic understanding of the causes of cost differences. A literature survey on green building surcharge costs was performed, resulting in a total of more than 1,300 cases from 11 countries. The cases included both residential and non-residential units. The results show that there is a regional difference among green cost surcharges; however, the median and mean green cost surcharges are 7%. Furthermore, there is a cost difference among building types, with school buildings having the highest cost surcharge. Varied cost estimation and collection methods also lead to different green cost surcharge results; the differences between industry findings and academic research are very apparent. Lastly, eleven cost variables are identified as well.

The market for photovoltaic is rapidly expanding and there are some large utility PV power plants, thousands of residential systems, and tens of thousands of remote power systems in use. Even if photovoltaic is a technology that has already demonstrated its effectiveness and holds great promise in electrical generation, the costs are still too high to guarantee a commercial competitivity. This paper presents the performance results of a 15 kWp photovoltaic power plant installed on the roof of a high school in central Italy. The system consists of 220 modules for a total of 22 arrays, which are connected to inverters to allow conventional appliances to be powered by photovoltaic electricity. The PV plant is remotely controlled and data on sun radiation, ambient temperature, modules temperature and power production are continuously acquired by a PC. The measured power plant performances during the year are presented in this paper.

Austrian part of the Austrian-Slovak cross-border region in the hinterland of Bratislava is attractive for life to many Slovaks who have decided to move in here in recent years. The aim of the paper is to present the issue of cross-border residential suburbanization and transnational migration on the example of the Slovak population living in the Austrian border municipality of Kittsee. Through a questionnaire survey, we were trying to find out in which of the two countries (Slovakia and Austria) the respondents most often perform selected activities of everyday life, and what the reasons for and intensity of their trips to Slovakia are. The results of the survey showed that the majority of respondents carry out work activities and participate in cultural and sporting events mainly in Slovakia. On the contrary, in the municipality of residence or other Austrian municipalities, they mainly purchase daily consumer goods and their children attend pre-school and school facilities. The most common reason for traveling to Slovakia among the respondents is visiting family, friends and acquaintances. Based on the results, it is possible to state that in the Austrian-Slovak cross-border region there are tendencies of the phenomenon of transnational migration, in which the inhabitants enjoy the benefits of living in the area near the border.

The purpose of this paper is to explore the interactive mode of intelligent home planting robot based on MR technology. In recent years, China's green plant industry market is expanding, the residential economy is developing rapidly under the epidemic prevention and control, and the smart planting machines used at home have attracted much attention. The design of intelligent home planting robot was explored in this study, which could provide reference for the design of related home intelligent products. Market research, literature research, user interview and user collaborative design methods to analyze the current design trend and user needs of home intelligent robots were adopted in the research. The results show that the development of labor courses in urban primary and secondary schools was affected by the epidemic, and there were some problems of children with less exposure to outdoor activities and a low understanding of vegetables. In order to meet the needs of children for home planting and understanding of green vegetables, our research team completed the design and output from the directions of human-computer interaction, appearance and modeling, sustainable development and plant demand visualization. The intelligent home planting robot is designed to grow green vegetables at home, which can compost degradable waste as raw materials. Based on MR technology, the real-time feedback of plants through operation interface and cartoon expression, which is of great research value and reference significance.

British Columbia is home to 34 different Indigenous languages, most of which are in danger of losing fluency due to the combined effects of introduced diseases and assimilationist Indian Residential Schools. The Haida language, or Xaad Kil (pronounced “haad kill”), is considered critically endangered with only 9 elderly fluent speakers left. Many Haida believe that revitalizing Xaad Kil is important for keeping their culture alive: they see Xaad Kil as a cultural keystone that keeps worldview, artistic expression, food gathering, dances, stories, and songs integrated together as a unified whole. Xaad Kil also helps assert Aboriginal land rights: identification of traditional place names demonstrates use and occupation of lands since time immemorial. Xaad Kil names of medicinal plants and foods also contain important environmental information. Indigenous communities are adopting a range of strategies to revitalize their languages, including: master-apprentice programs, early childhood immersion programs, and technological approaches such as audio databases, language apps, and social media projects like Haidawood. Learning Xaad Kil can be a challenge: there are limited resources and often language learners are overwhelmed with obstacles. Haidawood helps make Haida language learning fun by bringing Haida stories to life using the power of stop motion animation and embracing an “aesthetic of accessibility” that creates beautiful art out of readily available materials, including carved puppet faces and sets made from cardboard. Haidawood seeks to help revitalize the Haida language, facilitate inter-cultural understanding, and inspire other communities to preserve and share their own stories.

Background: Chairs are a relatively newer concept as compared to the traditional Indian way of ground-based sitting. The traditional Indian gurukuls (residential schools), follows Vedic way of minimal living, and the learners primarily adopt ground-based sitting resembling specific asanas (body postures), which offer a wide range of physical and psychological benefits. Problem: Although there is ample study on the consequences of extended (chair-based) sitting and sedentary lifestyle, only a few studies have focused on the ground-based sitting practise adopted in eastern cultures. Furthermore, these limited studies exist in domain-specific silos, with insufficient comparative compilation. Methods: The paper aims to compare the impact of chair-based sitting with ground-based, on learner’s physical, mental, and additional dimensions through literature-based study. Results: The prolonged chair-based sitting impacts - Physical dimensions (like- musculoskeletal pain in body parts, swelling of ankles & legs, etc.), Mental dimensions (like- chronic stress, anxiety & depression, etc.), and additional dimensions (like- poor academic performance, social conduct issues, etc.). Meanwhile, the Indian way of ground (cross-legged) sitting appears to have positive effects on these dimensions. Under the physical dimension, cross-legged sitting betters- blood circulation, back stability, and body's flexibility. This sitting improves the mental dimension through enhanced concentration, inducing a calming effect, etc. Moreover, it aids in additional dimensions, such as balancing the bodily energy systems and imparting longevity benefits. Conclusion: This review highlights the numerous advantages of ground-based (cross-legged) sitting over chair-based, and highlights an excellent opportunity to investigate the ancient knowledge of asana using scientific approaches in educational context.

The search for comfort in users is a priority objective in technical schools focused on spaces design. The use of spaces can be for residential, commercial or entertainment activities. It is a common mistake to consider that comfort is achieved exclusively through the analysis of the interior space, since it is also necessary to consider the relationship between the space and the surrounding environment, because it is affected by environmental variables such as radiation, wind, humidity, noise, etc. The change of these variables throughout the day influences the interior conditions of the spaces and in general, is needed to incorporate artificial systems to compensate the external climatological conditions (thermal machines, light sources, etc.). Grade students, in design schools acquire, throughout the curriculum, knowledge in relation to the limits of comfort required for interior spaces. In the last academic year of the degree in Architecture, students have sufficient capacity to be able to detect the fluctuations that occur in the variables of the external environment by measuring temperature and humidity with DATALOGGER, equipment capable of recording data over time or in relation to the location using its own sensors or externally connected, as well as the value of the light level with LUXOMETERS, which are instruments that measure the real and not subjective illuminance of an environment. On the other hand, students are also able to evaluate the quality of the indoor environment, detecting whether or not there is a difference with the outdoor environment and assessing, for each orientation, the need for protection against radiation, (possible incorporation of tree mass, etc.). The protocol for developing the work proposal is established with measurements at the beginning of the course (winter period), later in spring and at the end of the course (beginning of summer). For each space analyzed (indoor and outdoor), measurements are carried out three times a day (early in the morning, at noon and in the evening). With the data obtained in different moments of the day and stationary situations, students must be able to select the most suitable protection devices for the building under analysis (vegetation, canopies, etc.).

There is considerable concern today over indoor air quality (IAQ). The factors that influence IAQ may be numerous, and there is considerable research aimed at quantifying these factors. This research is of particular interest to industries that manufacture products used in residential and commercial dwellings, such as the carpet industry. With respect to carpet, there are various opinions about its role in IAQ, but little quantitative data. Much of the quantitative data that does exist either ignores or makes crude assumptions about the influence of fluid dynamics on the experimental observations. In this paper we discuss our use of Computational Fluid Dynamics (CFD) to model the transient behavior of airborne particles in dwellings with and without carpeted floors to quantify the impact of floor covering on IAQ. In particular, we discuss the theoretical considerations that are required to construct an accurate and practical CFD model that captures the correct fluid and particle dynamics, and present and summarize CFD predictions that account for the effects of HVAC systems, room geometry and virtual objects, such as people moving about the dwelling. In addition to getting the fluid and particle dynamics correct, there are two additional aspects of this problem that will be discussed. First, in order to draw reasonable conclusions about IAQ, a large number of simulations are required to capture the wide range of realistic dwelling conditions of interest. In order to perform these simulations in a timely manner, the process of building and meshing the geometry, specifying all relevant room conditions, conducting the simulation and interrogating the results has been automated by constructing a Digital Expert for the problem, wherein the user can automatically complete these tasks with little CFD expertise and no intervention. Second, it is essential to communicate the results of these simulations to lay audiences — the wide range of people interested in IAQ, including school boards, politicians and other government officials. We have developed a means of generating “Hollywood grade” animations that are more realistic in appearance than conventional CFD animations, and consequently more appealing and more readily understandable, but that reflect the correct fluid and particle dynamics. We believe that the integration of CFD with realistic animation capability will see greater applicability as our society becomes increasingly dependent on technology and decreasingly technically literate.

While the expectation for natural ventilation is increasing under the context of COVID-19, fresh air at residential houses in Finland is basically guaranteed by mechanical ventilation systems. It means that natural ventilation is not considered as an available potential of ventilation in Finnish building regulation. Even if the mechanical ventilation system handles the air quality, the natural ventilation by window opening is expected to be a supportive measure. However, there is not enough measured data about how much air change is fulfilled by window opening. The article describes the evaluation of fresh air accessibility by window openings at six Finnish apartments. To understand the behaviour of air change, CO2 mass balance equation model was applied. The results of summer season clarified that the actual number of air changes are 085 to 1.54 times per hour with one-side opening. The CO2 mass balance model for apartments, which is a kind of tracer gas decay method, is an effective way to estimate the actual number of air changes without preventing occupants’ daily living. Since some buildings, such as residential, school, churches, are affected by the moisture problems, the management of moisture behaviour by both natural and mechanical ventilation is essential.