Experience of Design and Plastic Light Environment Modelling. Part 1 Space and Light, Urban Environment

The paper is devoted to the history of cooperation between the Department of Architectural Environment Design of the Moscow Architectural Institute and the ITMO University international educational program “Lighting Design”. It reveals the experience of inclusion into the educational process of the ITMO University international educational program “Lighting Design” of a lecture-practical unit dedicated to the modern principles concerning the lighting instruments operation in urban spaces of various sizes and purposes, as well as familiarizing with the basics of urban planning and urban development, types of open public spaces cities and components of urban fabric. The paper discusses a technique for modelling the compositional interaction between light and an urban tissue fragment, taking into account the peculiarities on the light instruments work in urban space characterized by various scales and typology, urban environment of various nature and compositional arrangement. In the process of work, students gained experience in identifying the structure and geometry of public spaces in the urban tissue, creating light routes and scenarios, and forming a system of light dominants. Conclusions are made about the significance of the design-plastic light modelling results and their influence on the design concept formation; the need to correlate the light-composition design search and the urban lighting components of various levels, as well as the meaning of lighting parameters such as the distribution of brightness and direction of luminance flux, the features of diffused and directional light and other components that affect human perception in order to create a multimodal design solution.

GEOGRAPHIC EDUCATION IS INTERESTING!

The article diskusses the problematic issues of obtaining continuing geographical education in a modern russian school and also dives an example of personal experience of inclusion in the educational prozess (distance learning)

”Minäkin olin iloinen, mutta en sanonut heti kyllä” – viestintätaidot, autonomia ja valta osallisuuskokemuksen rakentajina työelämäjaksolla

In this article, I focus on the working life training of highly qualified persons with non-Finnish backgrounds from the perspective of communication skills and inclusion experience. In particular, I am interested in individual autonomy and power in working life contexts during the working life period. The training period is part of integration training in a Finnish context. My aim is to identify opportunities to develop the practices of highly educated learners with non-Finnish backgrounds, in terms of language and communication skills development and workplace inclusion. The research materials consist of the training documentation compiled by the training provider, the ethnographic observations of researcher and the speaking diaries of three trainees. The main results show that trainees are able to set goals for their working life training period in many different ways. Language and communication skills develop in authentic interaction and are an important part of building the experience of inclusion.

Vestimental Fashion-Trends in the Context of Culture of the late XIX – early XX century: Experience of Inclusion in the Process of Teaching the History of World Culture

вопросы взаимодействия моды и сферы искусства, аспекты сближения их позиций в области репрезентации базовых эстетических установок конца XIX – начала XX вв. долгое время оставались вне поля исследовательского внимания культурологов и искусствоведов. Между тем, для преподавания курса мировой художественной культуры (МХК) анализ динамики взаимопроникновения моды и искусства в период модерна, выявление параллелей в развитии фэшн-трендов и художественных направлений конца XIX – начала ХХ в. имеет принципиальное значение. Обосновать необходимость включения учебного материала по вестиментарным фэшн-трендам в курс МХК – наша задача. questions of interaction between fashion and art, aspects of convergence of their positions in the field of representation of basic aesthetic attitudes of the late XIX – early XX centuries for a long time remained out of the field of attention of researchers. Meanwhile, for teaching the history of world culture, the analysis of the dynamics of the interpenetration of fashion and art in the modern period, the identification of parallels in the development of fashion trends and artistic trends of the late XIX – early XX century is of fundamental importance. Our task is to justify the need to include educational material on vestigial fashion trends in the course of world art culture.

Climate change education in school: knowledge, behavior and attitude

Purpose The purpose of this paper is to present an experience of inclusion of the theme “climate change” in a Brazilian public school through training conducted with teachers. Design/methodology/approach The methodology was based on three specific phases: reflection, focusing on the application of a pretest with 45 questions directed to three domains (knowledge, attitude and behavior); climate change education (CCE) training; and application of a post-test and action, regarding the insertion in the school space. Findings The survey results highlight the difficulty teachers have in understanding and applying CCE in the classroom and it underscores the importance of this approach. Research limitations/implications The research approach is related to a specific case in a school located in south of Brazil. Although the school has its own context, the reported experience can be considered elsewhere. Practical implications This case study reinforces that CCE presents broad challenges for the scientific community. For the reason that the understanding of the topic (CCE) is complex, considering the global context and the divergent opinions on the subject. Social implications The paper reinforces that for today’s society, sustainable development is no longer a choice but a necessity, underpinned by global Agenda 2030 discussions. In this context, teachers are essential to the transformation toward a better future. Originality/value The difficulties and facilities encountered during the experience serve to enhance new actions at national or even global level, respecting each new context of study and insertion of research directed to the theme – CCE.

Lifting the lid on the experience of inclusion

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This research paper concentrates on how the experience of inclusion is affected by the racioethnicity of people working in racially diverse groups. Racioethnic differences were observed in the levels of information sharing and conflict, but satisfaction and collective efficacy did not vary with any significance according to the race of the respondents. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Being Uprooted and Re-planted

The ethnographic study focuses on the experience of inclusion and exclusion for young transnational women who were adopted from India, by Indian-Canadian immigrant parents. The study examines the process of international adoption, and the emerging themes of belonging, identity and connectedness in Canada. The feelings of inclusion and exclusion will be analyzed through the lens of the self and relationships with family, friends and the local community. The paper will unpack the meaning of identity and belonging through reflecting on the experiences and memories of growing up in a single parent Indian family as an international adoptee from India. The focus of the paper will further contrast theories of scholars (Manzi, Ferrari, Rosnati, and Benet-Martinez, 2014) who have introduced concepts of multiple identities, and belonging. These scholars have applied these concepts to transracial adoptees, who have been adopted by families of a different race and/or ethnic background. By interviewing other international adoptees and analyzing their experiences, this paper will establish the similarities international adoptees encounter, and the challenges adoptees face in families of the same origin when they deal with integration into Canadian culture. Through a compare and contrast I will examine these factors in relation to my identity and its development. In conclusion, I have used my experiences and recent travel back to India to address the feelings of inclusion and exclusion. This has resulted in a cultural identity conflict between the country of origin and my adopted country. Therefore, I find myself neither included nor excluded, but rather I am placed in the center of both cultural identities.

Mothers’ perspectives on the lived experience of children with intellectual disability and challenging behaviour

Children with intellectual disability and behavioural needs (challenging behaviour) are vulnerable to exclusion from services and communities. The situation is exacerbated by difficulties in accessing appropriate support and services to effectively meet the needs of children and carers. Family perspectives on the ‘lived experience’ of children can provide insight into how behavioural needs can affect their ability to access everyday experiences. Semi-structured interviews were conducted with mothers of children with intellectual disabilities and challenging behaviours. Phenomenological thematic analysis provided four key themes: finding our way; square services, round needs; behaviour touches everything and belonging. Experience of inclusion and exclusion was a central tenet of the lived experience. Recommendations call for timely proactive and bespoke interventions to identify and support children at risk of exclusion from communities. Early intervention and effective local provision will avoid increased burdens placed on families and services, in supporting children whose needs are currently unmet within child-centred provision.