tag:blogger.com,1999:blog-55083042817880345442024-03-20T00:45:56.917-07:00PhD_the other halfAnonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-5508304281788034544.post-49960811277835100662016-08-20T09:51:00.003-07:002016-08-20T09:55:35.108-07:00Katie's exhibition and working with Katie<div dir="ltr" style="text-align: left;" trbidi="on">
Today we have been to the opening of an exhibition by Katie Forrester, my colleague and friend. We share the same office and taught in the same architecture studio last year. While my PhD looks into children's outdoor learning environment, Katie investigates children's story book illustration through design. Because of our shared research interest (though in different fields), we found the ground to interact and share our experiences related to researching on, with and for children. Afterwards we co-devised an <a href="http://matlubaanalysingandwriting.blogspot.co.uk/2016/02/playdesignlearning-from-innovative.html">innovative learning week event</a> with children and it was an enlightening experience. So, when I first heard of the exhibition, I was very excited and wanted to be there the moment it would open.<br />
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<tr><td class="tr-caption" style="text-align: center;">Courtesy: Katie Forrester<br />
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<span style="font-size: small;">Katie thrives to create a universal language for children's story book illustration with which children from any part of the world can relate themselves and therefore project them in the characters of those stories. As an architect I am aware that the built environment in different culture and climatic context will adhere to the characteristics of that specific context. However, I also acknowledge the common character of biological human beings particularly children which are independent of the culture and context. Children differ more between different developmental stages </span><span style="font-size: small;">that different countries</span><span style="font-size: small;"> in their preferences and characteristics. Therefore, exploring that space where all children are same independent of their background is fascinating. </span></div>
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<span style="font-size: small;">I also liked how Katie presented her exploration of that universal language of illustration by four different stories from different parts of the world- the Arabians nights, Grimm brothers, Icarus from Greek mythology and a story she heard from her grandma in her childhood. She also considered different age group of the visitors, keeping children in mind as audience she highlighted some of the illustrations using bright colours in mirrors and different other materials.</span></div>
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<span style="font-size: small;">Katie is a brilliant illustrator and I hope soon she will illustrate children's books which I would love to read and see. And if at any point of my life I can write a book for children </span><span style="font-size: small;">(no harm to dream big, it doesn't cost money, right?)</span><span style="font-size: small;"> I will love to have Katie as the illustrator (I hope we will have a published to pay for that :-) ).</span></div>
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<span style="font-size: small;">If you missed the opening, don't be disheartened. The exhibition will continue till 16th September 2016.</span></div>
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<span style="font-size: small;">Some pictures from the exhibition-</span></div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com1tag:blogger.com,1999:blog-5508304281788034544.post-90363599235928795562016-08-03T10:37:00.001-07:002016-08-03T10:37:19.741-07:00The Prescription For Better Health? A Dose Of Nature<a href="http://www.medicaldaily.com/thirty-minutes-nature-week-reduces-high-blood-pressure-and-depression-390488#.V6Irx6uuN3I.blogger">The Prescription For Better Health? A Dose Of Nature</a>: If everyone who lived in cities went to a park for a half hour every week, there would be 7 percent fewer cases of depression and 9 percent fewer cases of high blood pressure.Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com1tag:blogger.com,1999:blog-5508304281788034544.post-28416425139369553562016-06-12T18:45:00.002-07:002016-06-13T03:56:36.631-07:00Window view: Can it reduce (PhD) stress?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "georgia" , "times new roman" , serif;">Few months ago, I was struggling with exhaustion and fatigue. My colleagues were saying perhaps I was stressed due to PhD. However, I was wondering why I am facing such exhaustion at that moment rather than the time while I was working almost 24 hours a day building the schoolyard in Bangladesh during my field survey. I also did not feel such fatigue at the early months of my PhD while I did not know whether I would be able to manage the fund to build the schoolyard. Nevertheless I was trying to reevaluate my everyday life, my home or work space. I was advised rest but what I could see from the living room window is this.....</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">View from the couch of my living room at Wardlaw Place</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Well, the bouquet was a gift from my husband to cheer me up but what I could see is the view of the building opposite our flat. I did not want to stay at home from where I could not see the sky or green, yet the wet gloomy weather did not let me go out. I was missing staying at out first flat in Edinburgh which had a wide view of Pentland hills and the sky. Every evening while I came back from the University a wide green view awaited for me, I felt relaxed at home. After working for long hours in front of the computer in an open plan office with less scope of social interaction, now when I am back home, I cant see anything but the closed or curtained window of the flats opposite my window. I don't know whether I was consciously associating my increased stress level with the change in my environment just because I am an environmental designer or any mature conscious adult would do this. Whatever the situation is, this association is hugely supported by research of many years in this area.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">View from the couch at Appin Terrace</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;">I could not concentrate in writing or thinking about my PhD during that time. I was stressed and that was lowering my performance. Not only in adults but s</span><span style="line-height: 150%;"><span style="font-size: 12pt; line-height: 150%;">tress
can be predictor of lower academic performance of children and adolescents as
mentioned by </span><span style="font-size: 12pt; line-height: 150%;">Li & Sullivan (2016)</span><span style="font-size: 12pt; line-height: 150%;"> drawing on the findings of related studies. Through
recovery of stress view of greenery can have positive impact on both primary
and high school children’s academic performance </span><span style="font-size: 12pt; line-height: 150%;">(Li & Sullivan
2016; Matsuoka 2010)</span></span><span style="font-size: 12pt; line-height: 150%;"><span style="font-family: "georgia" , "times new roman" , serif;">.</span></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: 12pt; line-height: 150%;">How
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explored young people’s behaviour in conventional and forest settings where
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exposure to natural settings, significant effects were found in their energy
and hedonic tone and their stress was reduced measured by a questionnaire
survey before and after a typical school day and a typical day in forest school.
This clearly suggests that children’s poor behaviour can be managed by creating
environmental settings with more natural elements. In a multi-methods
quasi-experimental study on 133 middle school students in Austria it has been
found the renovated schoolyard (more greenery, enhanced seating and sports
opportunities and a drinking fountain were added to the existing environment)
reduced students’ physiological stress and enhanced their well-being whereas,
physiological stress in the students of the control schools were the same or
slightly increased over the same time period </span><!--[if supportFields]><span
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}<span style='mso-element:field-separator'></span></span><![endif]--><span style="font-size: 12pt; line-height: 150%;">(Kelz et al. 2013)</span><!--[if supportFields]><span
style='font-size:12.0pt;line-height:150%;font-family:"Bell MT",serif;
mso-ansi-language:EN-US'><span style='mso-element:field-end'></span></span><![endif]--></span><span style="font-size: 12pt; line-height: 150%;"><span style="font-family: "georgia" , "times new roman" , serif;">. The change in the schoolyard also partly increased
its restorative potentials for the students.</span><span style="font-family: "bell mt" , serif;"><o:p></o:p></span></span></span></div>
<div style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
</span></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;">My colleagues were suggesting me to do physical exercise or spending sometime outdoors (though did not stress on it considering the weather). What they did not know is I have changed my lifestyle from my earlier PhD days- I used to run thrice a week, were doing yoga at least twice a week and was walking to and from the University which I did not do before. I also lost some weight and came down to a healthy BMI level. After all these positive changes how come I am tired and exhausted and I stopped doing exercise or yoga which made me really worried about my situation. I found one research finding quite interesting which stated that being 'relaxed' in natural environment was more likely to reduce stress than being engaged in any kind of physical activity (Korpela et al 2001). I was dying to go somewhere else which could bring me the feeling of 'being away' along with fascination, extent and person-environment fit- the four key components that contribute to the feeling of restoration. At that point I have awarded with a residency program to spend three weeks in a small town Huntly, some 50 minutes from Aberdeenshire. Life in the room on the first floor of Old road with view of the hills and life of a small town, working in the kitchen of the Brander building with view of the Brander gardens and going out for a run by the river Deveron whenever I felt like that helped me to pull myself out of the fatigue and exhaustion. I should also mention that I was also taking pills for anaemia and Vitamin D deficiency at the same time. </span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-family: "georgia" , "times new roman" , serif;">My situation might be a discrete incident, however, <span style="font-size: 12pt; line-height: 150%;">Outdoor
environments have restorative potentials even for young children. After
researching 198 children in eleven preschools, </span><span style="font-size: 12pt; line-height: 150%;">Mårtensson et al.
(2009)</span><span style="font-size: 12pt; line-height: 150%;">
found that children spent more time in the outdoors and were more physically
active in the schools with high environment scores and low sky view factors,
they also showed less inattention therefore, proving the salutogenic potentials
of the outdoor environments.</span></span></span><br />
<br />
<div style="text-align: left;">
<span style="font-family: georgia, "times new roman", serif; font-size: 12pt; line-height: 107%;">In a study on 1089 randomly assigned respondents
in Finland exploring the restorative experiences in the favourite places </span><span style="font-family: georgia, "times new roman", serif; font-size: 12pt; line-height: 107%;">Korpela et al.
(2008)</span><span style="font-family: georgia, "times new roman", serif; font-size: 12pt; line-height: 107%;"> found that length of stay in the favourite places
is positively associated with restoration from stress followed by nature
orientedness and frequency of visiting the favourite place. The restorative
potentials of waterside environments is very strong, the high frequent visits
to such environment and hobbies related to it i.e. swimming, boating or fishing
and walking, jogging or berry picking is associated with strong restorative
experience too. The authors also suggested that by changing the frequency of
visit from once a week to 2-3 times per week would considerably increase the
strength of restorative experiences. Therefore, based on the findings from such
research, people suffering from stress can be prescribed regular visit their
favourite places- both natural and built settings in their vicinity. </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: 12pt; line-height: 107%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: 12pt; line-height: 107%;">All these findings suggest that design of the environment is important for children and adults' mental health and well-being. People of all ages and abilities should have access to parks or green spaces within a short walking distance from where they live, work or study. What they see from their living, work or study space is crucial which I can relate not only as an environmental designer but as a PhD student with inevitable PhD stress. The physical environment of primary schools should be designed carefully so that children have green view and as well as the opportunity to interact with others and be physically active.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif; font-size: 12pt; line-height: 107%;"><br /></span></div>
<div class="MsoNormal" style="margin-left: 24pt; text-align: left; text-indent: -24pt;">
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lang=EN-GB><span style='mso-element:field-begin;mso-field-lock:yes'></span>ADDIN
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<span style="font-family: "georgia" , "times new roman" , serif;"><span lang="EN-GB" style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-no-proof: yes;">Wells, N. M. (2000). At Home with Nature: Effects of
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com2tag:blogger.com,1999:blog-5508304281788034544.post-50179485620626392942016-05-31T07:36:00.003-07:002016-05-31T07:36:31.024-07:00The ‘Thinker’ hat of mine<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span lang="EN-GB">On the verge of being overwhelmed writing
my PhD thesis, I decided to go for a short writing retreat in Berwick upon
Tweed. I enjoyed the quiet environment of the small town and wished I could prolong
that period. It was hard to believe when I got the news after coming back from
Berwick- yes I have been awarded SGSAH’s thinker in residency to work on something
related to my PhD research for three weeks at Deveron Arts based in Huntly.
Looking closely at the map of Huntly in Google earth, I knew no other place can
be more appropriate for PhD ‘thinking’ for three weeks. This report is an
account of my experiences in Huntly in those three weeks and also my
reflections on that experience.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<h2>
<span lang="EN-GB">Week 1_Settling down and setting the expectations<o:p></o:p></span></h2>
<div class="MsoNormal">
<span lang="EN-GB">I was welcomed by Sophie, Intern at Deveron
Arts and my room-mate for next three weeks at the train station. Though the
Google-map said that the house was really close to the train station but I
could not imagine how close it was. In fact, nothing in Huntly is far rightly
said by Josh, the project manager at Deveron Arts who I met on the next day.
During the first week, I discussed with Claudia, Director of Deveron Arts about
my goal for the three weeks, what was expected from me and also what I could
expect from Deveron Arts that would be helpful in my present research. Though I
wrote a proposal (to explore children’s perception of aesthetics related to
landscape elements) while applying for the residency, I was reassured that this
residency (just like artist in residence) is designed to help PhD students at
advanced level of studies to make progress in the work staying in an
environment away from their day to day one. I could carry on the writing I was
doing or I could work on the proposal I sent. I found Deveron Arts inspired by
the philosophy of Patrick Geddes, making their activities local engaging
community people which inspired me to explore children’s perception of
aesthetics in the context of Huntly. Josh helped me contact the local primary
school so that I ccould talk with some children and learn their favourite
places and activities (which I could compare to my findings researching with
primary school children in Bangladesh and find the similarities and differences
in children’s perceptions in different culture and context). I also started
studying on perception of aesthetics, development of aesthetics in young
children and its relation to stress recovery which would be used to update the
literature review of my PhD thesis.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB">Researching the web resources of Deveron
Arts, I had an idea of their activities. However, being there was a different
experience. Unlike the post graduate research study space in the university
where I work as an isolated self, I became the part of a family. Deveron Arts
is a family who cares to spend time together once a week with all the members of
the family and also the members of the extended family, the community. The day
is generally Friday when the people from the local community were invited to
have lunch together with the Deveron Arts family cooked by a member and listen
to the lecture of a guest speaker or artist at minimal price. I shared my
research on Friday, at the end of the first week with the members of Deveron
Arts and some people from the local community. It generated a lively discussion
and the comments were valuable for my research. The experience in the stitch
share event is also worth sharing where we learnt to embroider and worked on a
peace flag for the white wood project. I admit I could never think of doing
embroidery sitting in a small village in UK, but doing something out of comfort
zone was rewarding in many other ways. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB">Farmer’s market on Saturday and afterwards
the training walk for slow marathon gave me the opportunity to meet some local
people in Huntly. Other than climbing tp the top of Arthur’s Seat, this was my
first experience of walking through the forest.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<h2>
<span lang="EN-GB">Week 2_Writing one Chapter of my PhD thesis<o:p></o:p></span></h2>
<div class="MsoNormal">
<span lang="EN-GB">During the second week, I worked mostly
from my room on the first floor of 51 Old Road overlooking the hills far far
away. I am currently in the writing stage of my PhD and I took this opportunity
to give the writing a boost. I worked on a chapter of my PhD in the morning,
had lunch at office with other colleagues and spent the afternoon reading the
literature on children’s perception of aesthetics. While Josh was away for a
seminar, I was able to work in the best corner of the office overlooking the
Brander gardens which we would be designing the coming week. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB">I think, now its time to introduce other
colleagues in Deveron Arts- Rachel with whom I shared an office was an alumni
from Edinburgh College of Art and Omar, an artist in residence. Besides being a
folk musician, Omar is a wonderful cook living in the same house with me and
Sophie. He cooked a traditional Moroccan dish for us one night- Tazin (most
probably) and couscous. He played Gimbri and danced Moroccan folk dance. We
talked about art, music, politics and what not while enjoying Moroccan dishes.
I promised Sophie and Omar that I would cook traditional Bangladeshi meal for
them.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB">I explored most of Huntly during these two
weeks. I generally went out for a run in the morning. I tried to take a
different route every day, therefore explored almost all the nooks and cronies
of Huntly. The walking guide from Deveron Arts was very helpful to find the
potential routes. My favourite route was from the castle street towards the
castle and then running alongside the Deveron river past Huntly outdoor centre.
On Friday night we attended a short bread launching ceremony at Scottish
Sculpture Workshop. I have been living in Edinburgh for about three years, but
I first danced Ceilidh on that night at Lumsden.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><br /></span></div>
<h2>
<span lang="EN-GB">Week 3_Seminar, Friday Lunch and Workshop<o:p></o:p></span></h2>
<div class="MsoNormal">
<span lang="EN-GB">The last week was intense as I could only
spend three days of that week in Huntly. I attended the seminar ‘Living the
Land’ where I came across many artists working in rural areas of Scotland in
diverse fields. I was able to learn a bit more about the activities of Creative
Scotland and how they support the artists. In many areas architects, landscape
architects and artists work together in projects for children’s benefits. I
have had useful conversations with many participants, though not directly
related to my PhD research, gave me an exposure to art works based on the land
we are living in for which as a landscape architecture student I do have
interest.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-GB">I cooked traditional Bangladeshi meal for
lunch on the last Friday of my residency where my husband Sheik Rana, a song
writer by profession shared his song writing journey in Lunch talk accompanied
with some Bangla music played by him. Followed by the lunch I conducted the
workshop on designing the Brander gardens with members of Deveron Arts and also
some locals. We identified the landscape elements which are liked by the users,
not so liked (or needed improvement) and then brainstormed how the garden can
be improved. This workshop was an attempt to find out the positive aspects of
the landscape which the local community could utilize for creating a better
community space.<o:p></o:p></span></div>
<h2>
<span lang="EN-GB"> </span></h2>
<h2>
<span lang="EN-GB">What I achieved and what I did not achieve<o:p></o:p></span></h2>
<div class="MsoNormal">
<span lang="EN-GB">These three weeks exposed myself to new
information related to artist practices in UK , how my research is related to
so many disciplines and how I can improve in my approached to future research
based on that. At the same time I made some progress in my core research work.
It would have been really helpful if I could have acted more local and gathered
some information on children’s experiences in Huntly.<o:p></o:p></span></div>
<h2>
<span lang="EN-GB"> </span></h2>
<h2>
<span lang="EN-GB">Things worth considering <o:p></o:p></span></h2>
<div class="MsoNormal">
<b><span lang="EN-GB">Such
an opportunity is desired by any PhD student to make progress on research.
However, it would be more beneficial to both the parties if there would be more
time for preparation and also setting the expectation before getting in there.
I did not get the opportunity to talk to the children, as the teachers were
having a busy time before the school holydays which might have been possible if
we could have contacted them earlier. <o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span lang="EN-GB"><br /></span></b></div>
<div class="MsoNormal">
<b><span lang="EN-GB">Having
a definite achievable goal would help the researcher to make the most of those
three weeks. However, one needs to be flexible enough to receive new
information and also adapt to the new situation. And the most important thing
is to enjoy and not be overwhelmed with expectations. <o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal">
<b><span lang="EN-GB">My
heartfelt apologies for the delay in sending the report and also not being able
to complete the peace flag.<o:p></o:p></span></b></div>
</div>
Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-62616161789021194172016-04-19T04:28:00.000-07:002016-04-19T06:00:36.072-07:00Review: Outdoor Environmental Education Research Seminar 2016<div dir="ltr" style="text-align: left;" trbidi="on">
I attended the Outdoor Environmental Education Research Seminar 2016 at Broomlee Outdoor Education Centre from 13-15 April 2016 organized by the PhD students based in Moray House School of Education, the University of Edinburgh. Different people have different interests and they pick different things from a seminar or talk. This is my account of what I learnt from the Seminar which might not be the same as other participants. However, I enjoyed these three days to the fullest and would like the conversation to be continued.<br />
<br />
Based on my perceptions I grouped my learnings under several headings- impact of outdoor environment, teachers' perceptions, research methods, learning for sustainability, policy impact, publishing research and outdoor activities.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6kINuMW3zlb_DWp2-oacqg6vyqMlJhrNuMP9bXvy0MP_BGgc59SImi7Ex4uDs4_D8Oxo3Y5oCgYhC-_waa3zpIf8t8uw8Uelr8cVsnB_-uJvbZsvjDFuP0yf8CxmOkVXxjdbZ7EzGbc5M/s1600/IMG_3050.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6kINuMW3zlb_DWp2-oacqg6vyqMlJhrNuMP9bXvy0MP_BGgc59SImi7Ex4uDs4_D8Oxo3Y5oCgYhC-_waa3zpIf8t8uw8Uelr8cVsnB_-uJvbZsvjDFuP0yf8CxmOkVXxjdbZ7EzGbc5M/s400/IMG_3050.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: left;">Figure </span><span style="font-size: small; text-align: left;">1</span><span style="font-size: small; text-align: left;">: I enjoyed the food in Broomlee Outdoor Education Centre- they kept in mind individual choices and preferences</span></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="text-align: left;"><br /></span></div>
<div class="MsoNormal">
<b>Impact of outdoor
environment- </b>Matluba Khan, Aristea Kyrikou, Jamie Hamilton<o:p></o:p></div>
<div class="MsoNormal">
Me and Jamie explored the impact of outdoor environment on
children’s learning in completely two different contexts- Bangladesh and
Scotland respectively applying totally different methodological approach.
However, the interesting thing is the findings are the similar i.e. outdoor
environment’s positive influence on children’s learning and also teachers’
positive attitude related to taking children’s to the outdoors. Whereas I
looked into learning as an outcome of children’s exploration of the environment,
relationship with peers, perceived physical activity and perceived motivation
to learn in the outdoors, Jamie explored children’s memory, attention
restoration, social interaction and physical activity as constituents of
children’s cognition. In both research, under-achievers were found to be
benefitted from the experience in the outdoors and most children preferred
outdoor environment over classroom for their learning.<o:p></o:p></div>
<div class="MsoNormal">
Aristea explored how schools can adapt the national
curriculum through extending the learning to the schoolyard. Schoolyards,
irrespective of urban or rural if contain elements (for example- gardens,
aquatic features etc) that can enhance children’s learning experiences Her research strengthens the ground that
schoolyards should be designed to accommodate children’s learning of curriculum
contents.<o:p></o:p></div>
<div class="MsoNormal">
One important point that has been brought at the end of the
discussion by David, how the teachers can be encouraged to take children to the
outdoors considered the barriers related to this aspect. As teachers are the
key players, measures must be taken to remove the barriers in other way to
encourage the teachers to take the first move. Few research explores the
relationship of the outdoor environment and teachers’ motivation however, my
research provides evidence that outdoor environment positively influences
teachers’ motivation and engaging them in the design of schoolyard might be the
first step to encourage the teachers to take the children to the outdoors. This
is also supported by <!--[if supportFields]><span
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}<span style='mso-element:field-separator'></span><![endif]-->Carey's (2012)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--> study where she compared
three potential solutions- altering schoolyard, engaging with one teacher,
teacher training program based on reach, time and cost and opted for the
development of schoolyard.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzb58Yhr-xi89oBCzijFEewz9Saw69dD1TApLGOTD6buRx8RIMqGPrlvdBIG8L7Zrfyt4e44yT_TVczbpqCrL-ZDUcpO9oU-loehrkCCwr4aoa7Epm0ao3NwqxZzReQLMwi0EQo2O1nmnt/s1600/DSC00207+copy.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzb58Yhr-xi89oBCzijFEewz9Saw69dD1TApLGOTD6buRx8RIMqGPrlvdBIG8L7Zrfyt4e44yT_TVczbpqCrL-ZDUcpO9oU-loehrkCCwr4aoa7Epm0ao3NwqxZzReQLMwi0EQo2O1nmnt/s640/DSC00207+copy.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Figure 2: I think it's me presenting :-)</td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Teachers’ perception</b>-
Shang Zhan, Louise Hawxwell, John Pierce<o:p></o:p></div>
<div class="MsoNormal">
John investigates instructor’s role in Irish outdoor
education centres and that re-establishes the fact that teachers play the key
role in children’s education either being authoritative or giving the authority
to the children to be creative, explore the unexplored and push the boundary. <o:p></o:p></div>
<div class="MsoNormal">
People’s experiences in different culture and contexts are
not the same, yet sometimes I get surprised how similar people’s perception
about outdoor experiences can be in different climate, culture and context.
Louise’s research on first year trainee teachers’ perception of outdoor
teaching is quite similar to how teachers in Government Primary Schools
perceive this. The perceived barriers related to time, cost and class management
in UK primary schools are not always the real picture, as its found in my pilot
study in a Scottish Primary School where the teachers once outside are more
positive about children’s achieving multiple competences in single outdoor
activity and my field research (may be in Jamie’s research too).<o:p></o:p></div>
<div class="MsoNormal">
I am quite thrilled to find how outdoor education is
supported by laws in Taiwanese Primary Schools. All these primary schools are
beautifully designed providing so much affordances to the children for diverse
activities and being in contact with nature.
The bottom-up educational reform gives teachers much authority in terms
of what they are teaching and how they are doing that ( which is also very
important for teachers’ motivation and that’s the thing which gives job
satisfaction to the teachers as I found in <!--[if supportFields]><span
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containing 37 attitudinal statements was administered to a group of 167
teachers of a medium-sized city in Oklahoma. The survey netted 135 usable
questionnaires (76%). The data were R factor analyzed producing six clear
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clear expectations, and excessive workloads. The study concluded that teacher
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transcendent importance to our respondents. Based upon our findings, schemes
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}<span style='mso-element:field-separator'></span><![endif]-->(Sylvia, 1985)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]-->). I was interested to learn
about more empirical research in Taiwan and what is the motivation behind this
educational reform. More research in these contexts can give us useful
knowledge on how policies can be influences in other contexts too. However, the
design of school contexts and support from parents played an influential role
on teachers’ practices which helped to extend outdoor learning from school
landscape to the community.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Research Methods</b>-
John Telford, Robbie Nicole, Jamie Mcphie, Dave Clarke<o:p></o:p></div>
<div class="MsoNormal">
Whereas Mcphie and Dave expressed their likeness and also
rationale to explore post qualitative methods in the research of outdoor
education, John’s presentation exposed the audience to the world of
phenomenological research. Architects or environmental designers always have an
inclination for phenomenological approach to find how their design influence or
shape person’s everyday experiences. Combining phenomenology and ethnography,
therefore, ethno-phenomenology can be an appropriate approach to explore
children’s and adults’ experiences of learning/teaching outdoors or exploration
of a designed outdoor environment.<o:p></o:p></div>
<div class="MsoNormal">
Robbie Nicole’s workshop ‘You are Never Alone’ was an
eye-opener for me in many ways. Its not long when I tried to name these sole
experiences of mine- whether its in over-crowded Dhaka city or in Edinburgh. In
these solo walks of mine, I was never alone, I explored those untouched
subconscious thoughts of mine which I never dare to dig into. I always thought
of writing those thoughts and emotions which I could not, however, now a days I
think about my PhD research and I try to document in some way those thoughts. Using
this into research can bring out those unexplored realm of human life and
experiences which might not be investigated in any other way. This activity was
followed by a very lively discussion session where various issues emerged
related to outdoor education. Its really interesting how ‘we think our
culture’s thoughts’ rather than our ‘own thoughts’. Robbie summarized the
discussion in few points- 1) the complex, multi-layered and continuous nature
of the reality 2) the relation of outdoor education with this complex nature
and 3) the thought that there is something wrong with the planet. <o:p></o:p></div>
<div class="MsoNormal">
The discussion left me overwhelmed about the complex nature
of the reality, how ‘outdoor learning’ deeply rooted in the history of Indian
sub-continent was in a way uprooted by the introduction of formal schooling
system and constraining ‘learning’ inside the four walls of a classroom; though
Rabindranath Tagore introduced that in Shantiniketon, how its perceived as an
exceptional model and lessons are not learnt from this exemplary institution or
even its not evaluated through research for betterment of the model; how my
idea of bringing classroom back to the outdoors has been criticized as the
import of a westernized model. Yet, there are more rooms for thought here as
Jamie Mcphie mentioned about our perception of ‘nature’ and we also need to
look into the model of ‘classroom’ which is made by men who are also parts of
nature…..<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Learning for
sustainability</b>- Rebekah Tauritz, David Somervell, Lewis Winks<o:p></o:p></div>
<div class="MsoNormal">
Rebekah’s research explores teachers’ strategies to enhance
children’s uncertainty competences. The study is really intriguing as this
aspect of learning is completely new to me. I am very interested to learn the
outcomes of the research in terms of dealing with issues like global warming or
water conflicts and learning for sustainability. Lewis’s designed outdoor
activity of re-presenting the participants’ perception of self, community and
the world made some of us discover how similar we can be in our perceptions
regardless of origin, culture and research field. However, I am looking forward
to the evidence generated from this study on how residential outdoor learning
experiences combining theory and practice can impact children’s learning for
sustainability. David’s observation based on the experience of working in HEI
for a long time regarding the potentials of outdoor education having footage in
other disciplines and how it can promote interactions between and among
disciplines for creating a sustainable environment was inspiring.<o:p></o:p><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgik2FB7aLwJqIhGF3HfiEeXrY2VzOV9g_NPNq5tbNICB49kV7Dwh32OzwZd3MU7vWmTHBcdwWOoOOTG1PMlpufimfzp8jvu_T20gQHmeh0K4cCqvqK0Rn0BuPF46bf3owJU-3gTc8tICs3/s1600/IMG_3049.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgik2FB7aLwJqIhGF3HfiEeXrY2VzOV9g_NPNq5tbNICB49kV7Dwh32OzwZd3MU7vWmTHBcdwWOoOOTG1PMlpufimfzp8jvu_T20gQHmeh0K4cCqvqK0Rn0BuPF46bf3owJU-3gTc8tICs3/s640/IMG_3049.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Figure 3: My perception of self, community and the world</td></tr>
</tbody></table>
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Policy Impact</b>-
Natalie White, Juliet Robertson, Pete Higgins<o:p></o:p></div>
<div class="MsoNormal">
It was great to meet Juliet again after two years who I
first listened in a seminar organized by Parent Spark in Prestonfield Primary
School. Juliet’s talk was motivating as she told the story of her journey in
supporting outdoor education and gave a
broader idea about using the outdoors for teaching. Mentioning ‘The Book
Approach’ seemed quite intriguing which emphasises the need of more empirical research
producing evidence related to learning in the outdoors. Natalie’s speech
focused on communication and change in the realm of outdoor education. The
topic of how to motivate the teachers to take children to the outdoors was
raised again as she emphasized on producing empirical evidence regarding
children’s academic attainment that can positively influence teachers in
outdoor teaching. Natalie focused on change based on Kurt Lewin’s model of
change. <o:p></o:p></div>
<div class="MsoNormal">
I was always trying to find the answer of the question ‘So
What’ related to my study, however, this whole seminar provided me the rationale
for conducting my study. Following Professor Pete Higgin’s account of working
in outdoor education and also influencing policy, I asked for his valuable
suggestion on how I can influence the policy making decisions in countries like
Bangladesh. Pete also advised of research that can create empirical evidence
and suggested sharing the findings of the research in medias which are more
accessible to public (i.e. newspaper). This can be easily related to Simon
Beame’s talk earlier that morning on a publishing strategy- publishing a easier
version of the scientific article in another media- blog or newspaper.<o:p></o:p></div>
<div class="MsoNormal">
It was great to learn how the outdoor education centre
worked on the written evidence on OL which was submitted to Scottish Parliament
and how the national implementation group worked for Vision 2030. I need to
look into the report ‘Learning for Sustainability, One Planet Schools:
Connecting Schools and Community’ to check on the developing countries which
were included in the study and how these countries are connecting schools with
community. <o:p></o:p></div>
<div class="MsoNormal">
Pete Higgin’s speech reminded me the speech of Michael Russel
in the Policy Stories program organized by Scottish Graduate School of Arts and
Humanities. I shared my research with Mike and asked for his suggestions on how
I can influence the policy. Mike suggested conveying a simple single message to
civil servants (however, I might have got confused here- who would I convey the
message- to the politician himself?), but what if the civil servants are not
sympathetic to the issue? Another thing that struck me is ‘to attack’- this
actually can help PhD students at various stages- to ask the research question other
way round. ‘Why Indoors?’ Instead of ‘Why Outdoors?’ can bring different dimension
to the research.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHuMauTUy00VAp9vFd5EIKNfINqJBtYgN5u1bwShnFmL7WpO1DLQg2frgUBBXHKrCBvTx0v5EoPMDENqx6WeEiae76OE_sAN2h324EYXZuZWr2Xj4uXs9fQsVvywF1QoTb4710E7hCTtww/s1600/Picture1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHuMauTUy00VAp9vFd5EIKNfINqJBtYgN5u1bwShnFmL7WpO1DLQg2frgUBBXHKrCBvTx0v5EoPMDENqx6WeEiae76OE_sAN2h324EYXZuZWr2Xj4uXs9fQsVvywF1QoTb4710E7hCTtww/s640/Picture1.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: left;">Figure </span><span style="font-size: small; text-align: left;">4</span><span style="font-size: small; text-align: left;">: Researcher to Policy makers (adapted from Pete Higgins at OEERS 2016)</span></td></tr>
</tbody></table>
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<b>Publishing research</b>-
Simon Beames<o:p></o:p></div>
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The first thing I need to do just after finishing the first
draft is ‘to publish’. I will remember Simon’s advice on writing for different
audiences. What if I publish the handbook I made in Bangla as an ebook? Seems
like a good idea to me.<o:p></o:p></div>
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<b>Outdoor Activities-</b>
Roger, Mark<o:p></o:p></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUP28i0A973qig3xRUDA4AesrI4vI1XEpvA5ph11m3h2tsb0F6orkDsW9VbNsamo7minnGpoN0Rh1lSOzbmHVPgGldHWGhqTMUF6gb2iFyO6zK0kJphU2hsprKgJkGKY4HQllpoe9ApmFX/s1600/IMG_3066.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="138" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUP28i0A973qig3xRUDA4AesrI4vI1XEpvA5ph11m3h2tsb0F6orkDsW9VbNsamo7minnGpoN0Rh1lSOzbmHVPgGldHWGhqTMUF6gb2iFyO6zK0kJphU2hsprKgJkGKY4HQllpoe9ApmFX/s640/IMG_3066.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Figure 5: On our way to the top of Pentland Hills</td></tr>
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Orienteering, Solo walk in the woods, From self to society,
Hill Walk, Exploring town<o:p></o:p></div>
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I cannot appreciate an Outdoor education seminar without
outdoor activities. I really enjoyed the orienteering activities by Roger
Scrutton. The interesting thing is I did it right the first time, but I was
kind of lost in the second and third time. I enjoyed the hi ll walk to the
fullest- everybody else did so I think. May be the first thing I need to do
after coming back to Edinburgh is to buy a pair of hill walking boots. But I am more comfortable in my
trainers. I always try to capture the moments and the beautiful landscape in my eyes and the
eyes of the camera that slows me down during forest walks or hill walks.
However, I always try to remember somethings I read in wanderlust – Its not
about competition how fast I could climb or reach the destination, its about
the experience throughout the journey. That might be applicable for our PhD
journey, though we need to take account of the time, the most important thing
of doing a PhD to me is to enjoy the whole process, experiment, explore and
then reaching the destination would feel much more meaningful.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpqG3v8EJzHnsVxAFYjw-3vUkEf0MY_iUTLO-YXy4uJNvEAT755c0pfNosAKKdfdrhjxK-qH7szltkSIYBPu3tQqKX5IGHs9mgtp7piqxgrbSmLElrHjEw06f0NNPPoRVkICF373UzSoyl/s1600/IMG_3051.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpqG3v8EJzHnsVxAFYjw-3vUkEf0MY_iUTLO-YXy4uJNvEAT755c0pfNosAKKdfdrhjxK-qH7szltkSIYBPu3tQqKX5IGHs9mgtp7piqxgrbSmLElrHjEw06f0NNPPoRVkICF373UzSoyl/s320/IMG_3051.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Figure 6: My poor trainers at the end of Outdoor Education Seminar!</td></tr>
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<!--[if supportFields]><span
style='mso-element:field-begin;mso-field-lock:yes'></span>ADDIN Mendeley
Bibliography CSL_BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]-->Carey, L. A.
(2012). Little classroom on the playground: increasing student academic
achievement through integrating the playground into academics.<o:p></o:p></div>
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font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
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mso-ansi-language:EN-GB;mso-fareast-language:EN-US;mso-bidi-language:AR-SA'><span
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<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-no-proof: yes;">Sylvia, R. D.
(1985). What Makes Ms. Johnson Teach? A Study of Teacher Motivation. <i>Human
Relations</i>, <i>38</i>(9), 841–856. http://doi.org/10.1177/001872678503800902</span><span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com3tag:blogger.com,1999:blog-5508304281788034544.post-27333093903652272622016-02-22T16:50:00.000-08:002016-02-22T16:54:58.743-08:00Play+Design=Learning from Innovative Learning Week 2016<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIXzt7NGBJF-yuKKrqdfDZPzQg0AK9VsMSXRNUO_YnaT8iLE3w-97wsogm3WDVVnbN-5y2qxKlAIUzHi168C8oRC-G9Z2FQWm4Bmxt01xbSZoOjEB_av_f58zz1qMSuel5dYRnxHQkBvoE/s1600/eca.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIXzt7NGBJF-yuKKrqdfDZPzQg0AK9VsMSXRNUO_YnaT8iLE3w-97wsogm3WDVVnbN-5y2qxKlAIUzHi168C8oRC-G9Z2FQWm4Bmxt01xbSZoOjEB_av_f58zz1qMSuel5dYRnxHQkBvoE/s400/eca.jpg" width="400" /></a></div>
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Edinburgh College of Art <span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px; text-align: left;">© Katie Forrester</span></div>
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<b style="font-family: appleberry;">The idea !!</b></div>
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<span style="font-family: "appleberry";">After coming back from
my field survey in Bangladesh, while working in the office in front of the
laptop, looking at the spreadsheets for hours, days and weeks often I rode on a
mental time machine. I recurrently went back to that time while I was working
with children to build their dream school ground. At that moment, I received
that email calling for proposals for Innovative Learning Week, 2016. While
cherishing the memories, it came to my mind- Can I do something for the
children in Scotland while I am here with support from ILW? <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_1owFayIJ-89UpXbECOGqn3o7uH410uT9gCEgZJDz6uPIXNBGvcN5lF8neDXl_Z8_z_lGaC1c_0RdOwzwz0hxjx6YTvv9wi85-tZXe35W1YJI2oal_c0RPdiir3JfSZRf8gwesPzK70KY/s1600/Screen-Shot-2013-08-23-at-2.10.40-PM-300x300.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_1owFayIJ-89UpXbECOGqn3o7uH410uT9gCEgZJDz6uPIXNBGvcN5lF8neDXl_Z8_z_lGaC1c_0RdOwzwz0hxjx6YTvv9wi85-tZXe35W1YJI2oal_c0RPdiir3JfSZRf8gwesPzK70KY/s320/Screen-Shot-2013-08-23-at-2.10.40-PM-300x300.png" width="320" /></a></div>
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px;">© Steven Johnson</span></div>
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<b style="font-family: appleberry;">When two light bulbs
mingle...</b></div>
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<span style="font-family: "appleberry";">One day I shared my
idea with Nik Farhanah (from Architecture) during lunch and shared my idea. Nik
is also working with children, exploring children’s participation in designing
their learning spaces in post war schools in Scotland. Nik right away agreed to
work on the idea and we had our first formal meeting to fill the application
sitting at the corner of the staircase which Nik named ‘Matluba’s corner’. Our
initial idea was to work with a primary school within walking distance of ECA,
to intervene in the school ground involving the children and the teachers. We
started brainstorming over lunch at different restaurants. I need to thank all
these cafes and restaurants in the acknowledgement section of my dissertation
too. Nik eagerly took the responsibility of the lead organizer. We hoped that both
of us will be benefitted from the program and have the opportunity to learn-
Nik might have some ideas to implement later on in her pilot studies and I
might be able to apply some of my learnings in a different context.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWuCd9hpXlhoT5RZMvksVS6nFm9daLmC5DY30NoeNvZpPDS9uGdbnAvfkK2Jv9Fvkl6DWzo34OaU49XROmIhSEEyjCsGTjq8jgiTJD8SZrF9x3GZfGOGHzsSgmQN4lXqGjBFqxmhflXSQp/s1600/ideia+%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWuCd9hpXlhoT5RZMvksVS6nFm9daLmC5DY30NoeNvZpPDS9uGdbnAvfkK2Jv9Fvkl6DWzo34OaU49XROmIhSEEyjCsGTjq8jgiTJD8SZrF9x3GZfGOGHzsSgmQN4lXqGjBFqxmhflXSQp/s400/ideia+%25281%2529.jpg" width="400" /></a><span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px;">© Steven Johnson</span></div>
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<b style="font-family: appleberry;">The Collaboration…</b></div>
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<span style="font-family: "appleberry";">Working on something
interdisciplinary we know that very few things in the world are independent.
The ideas of play and learning is something very multidisciplinary. We asked
for inputs from colleagues who work in the related fields. While Norhanis (the
techie girl from Landscape Architecture) ensured the multimedia projection,
photography and videography of the same event all on her own, Katie (from
Illustration working on children’s book illustration) designed beautiful
certificates for our youngsters. Sharifah (from Education) became the foster
mother of the children ensuring they were wel-fed on the day of the event and
Reyhaneh (from Landscape Architecture) became the moderator of the youngest
group along with three other moderators- Nik Farhanah, Katie and me. The inputs
from everybody throughout the whole time made the event possible while Nik was
leading the arrangement in bold hands. Our friends worked a great deal to
advertise the event among their colleagues and friends. For some moments during
this journey, I became ill, so secluded myself away from Edinburgh and could
not be involved in the way I wanted to. But I am glad I could make it at last,
be there beside Nik at the last moment arrangements- finalizing the moderators’
roles, program and shopping materials for the design charette.<o:p></o:p></span></div>
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<span style="font-family: appleberry;"><b>On that day… 19 February 2016</b></span></div>
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<span style="font-family: "appleberry";">We could not manage to
work with a primary school but how about we get our ECA open space designed by
the young landscape architects? Yes, the final program was to design the open
space in the ECA campus for the older students or adults who studies in ECA and
held at the extended ECAfe overlooking the greens outside. The whole day event
included four different inter-related sessions-</span></div>
<h4 style="text-align: left;">
<span style="font-family: "appleberry"; text-indent: -18pt;">Warming up/
Ice-breaker- <span style="font-weight: normal;">on arrival children were given a canvas bag and a badge (children
were divided into 4 groups based on age - warm, squirrel, sea-gull and leaf).
After a short welcoming session showing a video of a Syrian boy building Aleppo
city the children were asked to design their own canvas bag, customizing their
individual bags.</span></span></h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjleKI9AfHem99cCFzuv92UCYSMZGaJBGRj9in_vQRmpkwl4GS9_Y6_ieXVCZTlTeud16Ac3NM9vgJwRplSPc4e_h01K3smUwso6iTlT6Baok_6hA87G9c853IebGECQAD8wctKnbLxOLMD/s1600/IMG_2578.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjleKI9AfHem99cCFzuv92UCYSMZGaJBGRj9in_vQRmpkwl4GS9_Y6_ieXVCZTlTeud16Ac3NM9vgJwRplSPc4e_h01K3smUwso6iTlT6Baok_6hA87G9c853IebGECQAD8wctKnbLxOLMD/s320/IMG_2578.JPG" width="240" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxo5IhWYL76AU8N_Yw5ZmFHr9myOJVoo9dIp9C4oCRjSa8Ue2_DWzvHYbUTNPNyQF30INTRnZm2p43BEXZZfH3Xdy1YTnBszOYRr2PEHi44niUpb0nc1ERz6XWvduCQ-Kl0mLhBo8RmPCK/s1600/IMG_2642.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxo5IhWYL76AU8N_Yw5ZmFHr9myOJVoo9dIp9C4oCRjSa8Ue2_DWzvHYbUTNPNyQF30INTRnZm2p43BEXZZfH3Xdy1YTnBszOYRr2PEHi44niUpb0nc1ERz6XWvduCQ-Kl0mLhBo8RmPCK/s320/IMG_2642.JPG" width="240" /></a></div>
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The bag designed by Jack</div>
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<span style="font-family: appleberry; text-indent: -18pt;"><b>Through my
eyes- </b></span><span style="font-family: appleberry; text-indent: -18pt;">The children were led to the ECA open space by the moderators for walking
along and finding children’s views and opinions related the space. The children
were given an illustrated inventory of different landscape elements that they
might found there and how they would rate them based on their preferences. This
was followed by a group discussion to find out the things liked and disliked by
the children, why there were no adults out there or why older students did not
use the space.</span></div>
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Children filling up the inventory on their walk <span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px; text-align: left;">© Matluba Khan</span></div>
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Children drawing what they see <span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px; text-align: left;">© Matluba Khan</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh219UBWckpnCg-q_jH_fILdo42OLaDsuoshHmuZkpdKTs8KEqVDZ89gn3QeG6yLgBg4DYpHjJtqUTL9Da3dM0ObusN9PGVH0Fm5CvgJ4TrXsKehTDGWO15Jxpln8QDaG_WJNRJcCKfT9ob/s1600/inventory+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh219UBWckpnCg-q_jH_fILdo42OLaDsuoshHmuZkpdKTs8KEqVDZ89gn3QeG6yLgBg4DYpHjJtqUTL9Da3dM0ObusN9PGVH0Fm5CvgJ4TrXsKehTDGWO15Jxpln8QDaG_WJNRJcCKfT9ob/s400/inventory+1.png" width="281" /></a></div>
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Inventory to be filled during walk</div>
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<span style="font-family: appleberry;">Me myself
was quite surprised by the feedbacks from the squirrel group which I moderated.
According to them, there are some positive things about the space- nice lawned
grass, not muddy or less messy but they also thought the place was unwelcoming
and there was nothing exciting there. One child was saying that there was
nothing there which stated that it was an art college while another child was
saying, “There are so many artists here but the benches are so old. These
should be modern.”</span></div>
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<span style="font-family: "appleberry"; text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"><b> </b></span></span><span style="font-family: "appleberry"; text-indent: -18pt;"><b>My left
brain-</b> <span style="font-weight: normal;">The main activity after lunch was to design that space. Some designed
the space individually while others designed in groups. After a discussion my
team first worked on an individual brain storming session- drawing their ideas
on a piece of paper. Afterwards, they collaborated and worked as a team to come
up with a model for the ECA open space.</span></span></div>
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Individual brainstorming <span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px; text-align: left;">© Matluba Khan</span></div>
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<span style="font-family: "appleberry";">The
children opined that there should be some modern art forms or sculpture that
would right away communicate the college’s status with any visitor. They
designed water features and modern seating. They proposed a bird feeder and
bird bath to attract birds and a shelter where students can paint or sketch
while it starts raining all on a sudden.</span></div>
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Team spirit <span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px; text-align: left;">© Matluba Khan</span></div>
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Children's design of ECA open space</div>
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<span style="font-family: appleberry; text-indent: -18pt;">At the end
of the day the children from each group presented their design to others. It
felt so good to see young children speak about their awesome designs in front
of other kids. The children were given a certificate of participation which they
can take home in their self-designed bags.</span></div>
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A child presenting her design <span style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 16px; line-height: 19.2px; text-align: left;">© Matluba Khan</span></div>
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<span style="font-family: appleberry;"><b>What we learnt:</b></span></div>
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<span style="font-family: "appleberry";">The response and outcome
of the event surpassed our expectations. The enjoyment of working with out of
the box designers with wild imagination as well as reasonable thinking (which
we often don’t want to accredit children with) cannot be compared to anything
else. We not only enjoyed but also learnt how we can work with children more effectively
to generate creative and effective design ideas. Different age group of children express their ideas in different ways which is needed to be considered and acted accordingly. We observed which materials
children are friendlier with and love to work with. We collaborated and learnt
how people’s expertise in different aspects can be brought together. The
children also learnt through seeing, analysing, acting on, collaborating and
then learning from each other’s presentation but above all they learnt through
playing- playing with different materials, colours, objects and making things. And
here how ‘Ideas of play’ leads to learning in an innovative way…<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-85340691393898027432016-01-31T10:17:00.004-08:002016-01-31T10:17:57.938-08:00What motivates you to run? What motivates a child to learn?<div dir="ltr" style="text-align: left;" trbidi="on">
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After putting on several kilos during my field survey in Bangladesh (due to stress, over work and less sleep) when I came back to Edinburgh on the last day of May, I felt devastated. I needed to get back to healthy life style to survive, to finish my PhD. I tried going to gym during my first year, but it was a total wastage of money as I ended up not continuing as many other people of the world do. So I discarded that idea first time it popped up in my brain. Luckily I came across a mobile app called C25K in NHS website which coaches a person to run 5 kilometre from a couch potato. To my utter surprise I continued with the program. Do you believe I finished it? The person who used to lose her breath just after running a minute can run for 30 minutes now at one go. Of course, its not easy to run for 30 minutes and every time just after 10 minutes I think I wont be able to continue and after 15 minutes I start panting and feel its impossible to continue for another 15 minutes. But you know I eventually finish the 30 minutes run, feel accomplished and get back to my PhD with an energised mind. What made me be able to complete the course and be a graduate on the 22nd of November? What motivates me to run? to keep going with the exercise?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqRS4jvJ35NCk8YmBkIaOk-wI6nAwoDT0_2KMLkvVnKVKLTN1YZD9hVD3TGO6MvQ3Zy_kD6fosfMcoQjaZwOhO7Yf8JLw_n0gkfLNYH2Rt9HzQ_WFDCIaz9yCLWfeqV0rmEMgZJW3EFTlC/s1600/Funny-weight-loss-cartoon-couch-to-5k-W630.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqRS4jvJ35NCk8YmBkIaOk-wI6nAwoDT0_2KMLkvVnKVKLTN1YZD9hVD3TGO6MvQ3Zy_kD6fosfMcoQjaZwOhO7Yf8JLw_n0gkfLNYH2Rt9HzQ_WFDCIaz9yCLWfeqV0rmEMgZJW3EFTlC/s400/Funny-weight-loss-cartoon-couch-to-5k-W630.jpg" width="288" /></a></div>
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source: http://www.vitamin-ha.com/</div>
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While I was running (following C25K+ podcasts) the other day in the meadows, I was wandering in my mind and trying to find what actually kept me motivated throughout the whole time since beginning of the running in August. I was also trying to make a connection with the topic of my PhD which deals with children's motivation to learn. I figured out the following things that had an impact on my motivation to run.</div>
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The first and foremost thing is obviously my interest or willingness to live a healthy life. This is called intrinsic motivation or one's individual interest to do certain things. However, I had that interest previously too when I paid for the gym during the first year of my PhD. But I did not continue with it. My individual interest was not enough to continue with it, to accomplish the goal I wanted to achieve. But this time besides my own intention there were certain other things that triggered my individual interest.</div>
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<b>1) Teacher/ Guide as Laura:</b> First and foremost is the teacher or guide who helps you with the coaching. Well, I cannot see Laura, nor she can address me as an individual. A programme with the voice of a lady guides the interested runners thrice a week. One thing that struck me is when Laura says- "Don't worry. I will be with you" or "You have come so far, you can do it." Its only a computer program but those simple words kept me moving when I almost wanted to quit and no longer continue that day's run.</div>
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I was a bit sad when I was about to graduate that Laura wont be there anymore and I will have to run alone. But I felt really good that Laura gave her voice to C25K+ too which I am following at the moment.</div>
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If you think about how children can be more motivated to learn in a primary school, the teachers will of course come at the first point. The children follow the path guided by the teachers. If the teacher is good, the path will be full of knowledge, surprise and fun which will make children curious and at the same time show the way to feed that curiosity. </div>
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<strong>2) Peer Support- Health unlocked and Forever twenty something: </strong>Before starting C25K I have been a member of a facebook group where the members are keen to lead a healthy life. So they used to accept challenges and tried to achieve some weekly goals of exercise and healthy eating. I was so busy with my field survey and did not have any station. This group with its daily update reminded me at least once a day that I am committed to a journey i.e. healthy life style. Through NHS website I came across the site Health unlocked where I found people posting about NHS's 12 week guideline. Eventually I learnt about the C25K community in Health unlocked. I started posting once a week or right after finishing a weekly goal. The members there are walking the same path as mine, some has gone quite far and graduated and some of them only began and are looking for inspiration. Other people's comment on my post inspired me a lot. Its good to know that someone else is at the same week as mine and we all could share about our achievements or frustrations regarding the training. Those who already graduated inspired the beginners.</div>
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All these relationships are virtual I know. But they are my peers in the same class, and discussing with them helped me. The best thing could be if my husband would have been interested in the program and ran with me. All I missed during my first year was a company who is motivated the same way I am to go to gym and exercise.</div>
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Now lets see how it applies to children in primary schools. Children learn from each other in the school through interaction and an environment is needed to be created that will foster that interaction.</div>
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The underachievers can benefit from interacting with the good students, learn from them while working in group. The good students can further benefit co-operating with others. However, working in group in a classroom in a primary school requires some infrastructural arrangements too. The classrooms are needed to be large enough so that the desks and chairs can be rearranged for such activities. The children can work in groups in the outdoor environment of primary schools too. The outdoor environment if designed as an effective environment to foster peer relation will help in learning through working in groups and interacting with peers and mature adults. </div>
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<strong>3) Enjoyment:</strong> Whatever we do, its important that we enjoy that experience. I was enjoying the running on my way to office. First, it did not let me think about the distance from my home to office and second, by the time I reached office I had the feeling of accomplishment. I was of course sometimes interrupted by the pedestrian signs when I had to stop and wait until it turns green (there are quite a few on my way which makes the pedestrians wait quite long). Each week I was challenged with a new goal, first week, it was one minute walk and one minute run while in the second week it was 1.5 minutes run followed by one minute walk. The difficulty level increased every week and I was continually challenged. At the same time I enjoyed accepting that challenge.</div>
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While observing the children in the primary school I worked, the children were challenged by their teachers in every class. But they accepted that and if you could see their face when they felt that accomplishment. The children always faced some new challenge to work with a setting and explore some new things about that setting. But they used to accept the challenge, worked together and co-operated with each other to find a solution. You could easily know they succeeded in that challenge from their expressions. They used to giggle, throw their hands and legs in joy when they completed the task.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJRgN1Z8KNee5_rEFnWnyxyTXD0FjQarydQ0tqaTwfzlf_rzaLhO9vAUzeqvcHJXsNs82O6MPBvXQrwu6MXzqoptHWfzMBANPuiJl8MPrBAt9h3972z3h0DgFJtFqt_jzwVbjFjvQmopya/s1600/Running-Jogging-Cartoon-12.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="316" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJRgN1Z8KNee5_rEFnWnyxyTXD0FjQarydQ0tqaTwfzlf_rzaLhO9vAUzeqvcHJXsNs82O6MPBvXQrwu6MXzqoptHWfzMBANPuiJl8MPrBAt9h3972z3h0DgFJtFqt_jzwVbjFjvQmopya/s400/Running-Jogging-Cartoon-12.gif" width="400" /></a></div>
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<strong>4) Confidence:</strong> When I started running I was not confident about finishing the whole 9 weeks program. But with passing of weeks, I could see confidence building in me. After reaching every week's running target I was eager to start next week with new courage and vigour. This reminded me the words of a girl in the primary school. When I asked whether their attitude towards study has changed because of the new learning environment she told me, "You can test.." While children generally are scared of the tests and exams, they were now confident to sit for the tests.</div>
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<b>5) Environment/Running route: </b>You have your running shoes, tracking suit and Laura, the coach; what else do you need? You need to go out and out and put your feet on the footpath/ running track and if indoors you need a treadmill i.e. you need the supporting environment for your activity. I always preferred to go out for any form of cardio training. During the preliminary days of the training I used to run from home to office. It worked well as it was a combination of walk and run. But as difficulty level increased with time, I needed a longer uninterrupted route for longer runs. There is a path right beside the canal several minutes walk from my home. I love to walk following that route on weekends. On weekdays I just step out of the office to the meadows and have a wonderful 30 minutes self-invigorating run. These environments were designed for walking, running or cycling beside an open space unlike the streets or the path towards my office. You need an appropriate environment for whatever activity you want to perform.</div>
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Similarly, we cannot expect children to be engaged in the learning process or motivated towards school if they are not provided with a well-designed environment built to hold that activity i.e. learning/teaching. The teachers also need an environment to be creative and practice teaching that is out of the box. In strength exercise Laura asks me to look for a bench or railing or something like that for certain training. I cannot do those workouts if I cannot find such an element in the environment I chose for that activity. The school ground and the buildings are needed to be designed with elements and settings that can offer both children and teachers the opportunities to learn, teach and be creative.</div>
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<b>6) Less preparation time: </b>I could continue with the coaching as the meadows was very near to my office and the canalwalk, to my home. If I had to commute for long or take bus to go to such open spaces I would have felt lazy about taking all the preparations. It would have happened only if my intrinsic motivation was huge enough to overcome my laziness. As I am not that much motivated from inside it was easy for me to find excuses and quit at the middle of it. </div>
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The school ground is right at your footstep. In UK or some European countries, forest schools are now being popular. But the many challenges and difficulties that were identified by the teachers and school authorities includes the preparation time to take children to distant places and safety and security related to that travel. If the school ground is well designed and rich with diverse elements and settings, the teachers do not need to fight with all these challenges. All they need to do is step out with the children right in the school premises.</div>
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<span style="color: #741b47;">All these elements are not distinct or separate. They can be interdependent. For example- a well designed environment can motivate the teacher to use certain elements of the environment for teaching (as Laura used benches, railings and trees in the park), a motivated teacher can motivate the children (Laura motivated me) as they will enjoy the learning process which can build the confidence in them. Therefore, when the good teachers are the core of better education, the role of a supportive physical environment can not be anyway undermined or given less priority.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiplh_K5CSNuZlCxw7KgQMu0_GwEdBslKqgVHQZG_6XftbXNSBP9KOU8WbHZ5XRjwSf-QBYKhXQTr8MMhjxzZ6XB_wzV8PYp6RX3K0TBXTHevvZuPoBhprmpJqXL9oOwU7uY6PdP9-VanGn/s1600/cycle+motivation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="361" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiplh_K5CSNuZlCxw7KgQMu0_GwEdBslKqgVHQZG_6XftbXNSBP9KOU8WbHZ5XRjwSf-QBYKhXQTr8MMhjxzZ6XB_wzV8PYp6RX3K0TBXTHevvZuPoBhprmpJqXL9oOwU7uY6PdP9-VanGn/s400/cycle+motivation.png" width="400" /></a></div>
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Figure 3: The relation between different factors that motivate a person to run / a child to learn</div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-6453758237074341112015-11-08T14:54:00.000-08:002015-11-08T14:58:29.412-08:00Planning breaks during your PhD<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOM1TniHAghf1bKKUiU7u8C1hmSbazW3i4dHjQ0yQbkkWNC887PEP-EbFx7W9rDOQ6SK-IPZaKmGF2wWv4Vl11q9nmyQ4KKW0E4w3VUSMWikvSBJlHvgNaHfXY-CrpQEiuTfHtax7ktSxu/s1600/phd092809s.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="408" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOM1TniHAghf1bKKUiU7u8C1hmSbazW3i4dHjQ0yQbkkWNC887PEP-EbFx7W9rDOQ6SK-IPZaKmGF2wWv4Vl11q9nmyQ4KKW0E4w3VUSMWikvSBJlHvgNaHfXY-CrpQEiuTfHtax7ktSxu/s640/phd092809s.gif" width="640" /></a></div>
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When I started my PhD here people told everything about work during the PhD like working long hours or even during week end, working hard during the Government Holidays when even the school office is closed and access is limited to the University... bla bla. The thing that I never heard of is planning a break during this long journey. So I took it for granted that I am married to the PhD for this three years and should not think of anything else. But soon I became tired, started nagging with my husband for holidays and at one time I freaked out. It was just after three months during Christmas. Me and my husband were not really used to the idea of planning the breaks long before and found it impossible to go somewhere as the ticket prices were untouchable at the moment. So I got rotten at home for those few days of vacation. I carried loads of books to home which remained untouched until the day when the school reopened.<br />
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I am from a country where people generally don't plan much advance. We used to buy tickets may be only a week before, the price is fixed for the whole year. I often used to book ticket over phone at the last moment of the week, picked it up half an hour before departure at night, sat on the seat relaxed hoping I would be at the other end of the country the next morning when I would open my eyes. So most of the time whenever I felt exhausted I used to spend the week end amidst nature in countryside. Only in the case of going abroad we need to plan much earlier because of the visa issue and station leave from the University.<br />
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Anyway, I somehow survived that December and my husband talked in his workplace for leave of few days in February, we bought tickets and then I was ready to go back to my PhD in January. Well, I did not learn much from this incident and exhausted myself several times after that incident in that year. I went to USA for a week in June and Portugal for another week in September. But the purpose was to present in conferences, nothing to do with pure vacation. I told myself at least I am away from my office for those days.<br />
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The hardest time came after that when I went back home in Bangladesh for my data collection in October. Yes, I was there for long eight months but with a really tight schedule of that much works that can never be finished in eight months. I overburdened myself with work pressure and at some point I felt it is affecting my marriage life too. I used to fight every time I met my husband being back to Dhaka from the field. Those visits also were not meant for leave or vacation, they were always associated with some jobs to be done there.<br />
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At some point we were able to manage a week to stay away from both of our works. We planned to go to India. But here I also have done the biggest mistake. I chose a place which is related to my PhD. So I contacted the institute, arranged some interviews there during my stay there. Yes, I am so so good at mixing pleasure with work and sometimes I feel I could not enjoy any of it, neither my work nor the vacation.<br />
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I have been back to UK after eight months in June. This time we did not make any mistake. Though I am not yet capable of planning few months ahead but at least I am trying to make that time. Some of our friends were going to Highlands in July so we hooked ourselves with them. That was the first vacation for me after a long long time which did not have any work associated with it. And then in September I went to a conference in Tartu, Estonia but planned beforehand for some stay-over in Riga, Tallinn and Helsinki. On our way back to Edinburgh me and my friend also went for an adventure short sightseeing in Copenhagen. I was fueled for work in October and November and just booked our flight to Belfast for a break of three days next month. I hope I will finish writing my results chapter at that time and I would need that break to work on discussion with a fresh brain afterwards.<br />
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I almost became sick after coming back from the conference and this time my supervisor said that I should take some break. Just after a mega meeting with three of my supervisors on one Thursday I absconded from the office for two days and returned back on Monday again.<br />
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All these visits except the conferences were not for more than three days (actually one! two days were weekly holidays). I am looking forward for a long break for quite a long time. I dont know whether its possible during this third year of my PhD. But I am planning beforehand for short stay away after reaching every milestone. I will surely take the mega one after sending draft to my supervisors next year.<br />
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And believe me, you need that! You need long and short both kind of breaks to look back to your works from a different perspective. You can find new things that you have not thought earlier. I stopped working longer hours as now I believe that my brain needs rest to be creative, to produce something meaningful. There is no point of pushing yourself so hard that you cross the threshold point. I have planned my goals for the next year and inserted short and long breaks wherever necessary after reaching the milestones.<br />
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Here are some more blog links about planning breaks during your PhD.<br />
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https://blogs.jobs.ac.uk/phd-student/2011/07/15/taking-a-break-from-your-phd/<br />
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http://phdtalk.blogspot.co.uk/2014/03/my-phd-schedule.html<br />
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http://www2.le.ac.uk/departments/gradschool/training/eresources/study-guides/starting/time-management<br />
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https://phdingfordummies.wordpress.com/2015/10/21/traveling-when-to-take-holidays/</div>
Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com10tag:blogger.com,1999:blog-5508304281788034544.post-28515080439526277662015-11-08T07:49:00.000-08:002015-11-08T07:49:30.755-08:00Can't write? Talk!<div dir="ltr" style="text-align: left;" trbidi="on">
I attended a workshop on 'beating writer's block' though I knew I did not yet reach to that stage of writing to face writer's block. I have been procrastinating about writing a journal article for a long time, more than two years now and then I put it aside completely thinking its not the priority at the moment. The priority is finishing the PhD. But you know its not write, publishing is the key to be in academia after my PhD. Even if not the journal article I have been procrastinating about writing 1000 words everyday. I have been telling myself since the beginning of my PhD that I will start tomorrow. May be I am the only one who is being so stupid during her PhD. And you are thinking that reading my blog is a mere waste of time. But wait, I might have to tell something to the people who think like me.<br />
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Well, as I have started my scary third year, I don't have any choice but write. I could not yet finish the whole chunks of data analysis. I am doing mixed methods research and I have to apply quite a number of methods which made it quite hard to finish the analysis in time. I have been struggling with it since June. But I already beat statistical analysis and now I am writing the results of observation and behaviour mapping. The only right thing I am doing about my research is writing the results simultaneously with the analysis. I finish analyzing one part and I try to write it right away before jumping to the analysis of another sets of data. So now I am working on the behavioural observation data before I start the analysis of purely qualitative data- focus groups and interview.<br />
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Now all the quantitative results of the behaviour mapping are ready and put into a matrix, the qualitative aspects of the observation missed in the behaviour mapping are also pointed out and written into an excel sheet and I plotted out the questions I am going to answer/address in this chapter. I chalked out the chapter sections and sub-sections and tried to put all the graphs to the respective sections. Now its just time to write down what I have got. It looks quite simple, right? But here I faced the writer's block for the first time during my PhD- at the stage of composing or drafting the chapter. For two days I played around the sections and sub-sections, inserted pictures where necessary, deleted again and inserted something new. The whole story is in my head but I just could not bring it down.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzXEEIYtJjlgfYB246NUk8Aa5JX3FJ9HB22zTUlTCemOs0W456LDB2PuHKpMVyILHlIHTmLDJG-g0pxIQqLK6kiVJLPQbVQTFAkSKgwUm6qEshbU8fQyDZwtluz50d1wGgHL944KxaTu4V/s1600/writing+stages.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzXEEIYtJjlgfYB246NUk8Aa5JX3FJ9HB22zTUlTCemOs0W456LDB2PuHKpMVyILHlIHTmLDJG-g0pxIQqLK6kiVJLPQbVQTFAkSKgwUm6qEshbU8fQyDZwtluz50d1wGgHL944KxaTu4V/s400/writing+stages.jpg" width="400" /></a></div>
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Stages of writing (adapted from workshop material by Mimo Caenepeel)</div>
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Generally a PhD student faces writer's block at the composition or drafting stage of writing PhD thesis. That was not exception for me too. I went through the workshop material. One of the most important advice that I was listening to so many times during my PhD is to set achievable goals during the writing process, like making an outline of the chapter or drafting a sub-section of a chapter. I was doing all these but yet I just could not write- I could see the whole picture, yet I just could not start writing.</div>
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I did not know what to do, as such I was looking for my colleague who was working on the same behavioural mapping method. Our research is quite different yet I though may be learning about how she worked on how chapters would help. At the evening when she came to office from some course I randomly told her that I was struggling to write. We went out to another room for talking a bit. She asked me what I am struggling with. I was trying to tell her about my chapter. That was quite a lot of thing that I am handling with that method so she asked me to use a paper to help her understand.</div>
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So I took a piece of paper and doodle while I was talking to her what I found and how I am going to organize my chapter. Just after I finished the doodle it seemed I am ready to write. But it was 8 pm and already and I thought of taking the night to reflect a bit more and then go back to it the first thing next morning. </div>
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I went back home that night and I felt so restless until I went back to writing in the office the next morning. I am the most productive at early hours, and whenever I used to procrastinate about something, the next morning I always felt like working even before I brush my teeth. It takes half an hour to walk to my office from home but on that morning the office seemed very far. You might think why I did not start working in the morning at home on my pajama. I always admire my office desk as the best place to be productive as the moment I sit there I am disconnected with the whole world.</div>
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And then I reached office, grabbed the coffee and it just came to finger tip...<br />I spent the next three days working on that chapter. Its not finished yet but I am taking break today, its Sunday, come on!</div>
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I am working on manageable chunks so I felt accomplished after each day's session. I worked on only one sub-section each day, I hope to finish it by next two days...Then I will spend two days on adding, expanding or changing some content before I send to my supervisors. I am putting restructuring aside until the end of my data analysis.</div>
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The central idea of this long story is 'talk'...Talk whenever you get scope of talking..to your peers, to our partner, even to your dog..Whenever you take the attempt to talk you are in a way telling the estory, and writing is a way of communicating that story to an audience. If you can talk, you can write! I am not any expert but I think I am right at least in this matter :-)</div>
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Happy writing!!</div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com1tag:blogger.com,1999:blog-5508304281788034544.post-59487321773686108542015-10-18T14:07:00.003-07:002015-10-18T14:07:40.833-07:00Week in Review<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikRTwm9tsruRsO2eR3JpycTXgQhkgQPCCcElkltOc9LYW8uEl_uzT9hed101I8b8g5tWDTJEPxIVI2EpE195juzQiXy_OKXCIDZn1xYgctt3Y2Jduq64pJm7bg1yIafm6knsS-tcK8P43_/s1600/Image+%25285%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikRTwm9tsruRsO2eR3JpycTXgQhkgQPCCcElkltOc9LYW8uEl_uzT9hed101I8b8g5tWDTJEPxIVI2EpE195juzQiXy_OKXCIDZn1xYgctt3Y2Jduq64pJm7bg1yIafm6knsS-tcK8P43_/s400/Image+%25285%2529.jpg" width="281" /></a></div>
<br />
<br />
I have been away from blogging for quite a long time. But I want to at least report on what I was doing in the past week on every week end. This is a start on that. I have passed a really really busy time last week and also a very productive (!) - well I can't say that but I have been in the process and I got really good feedback from my colleagues.<br />
<br />
1) Tutoring: I was engaged in tutoring on Monday morning. I am really enjoying tutoring in the art and design studio. I am being able to learn many things- how to engage the students in the process.<br />
- The students of Architecture are required to be given an introduction to the design process (research process as a part of it).<br />
- They might be exposed to how they will apply their art and design exercises in future design through some presentations.<br />
- The students should be encouraged to use their sketchbook and the sketchbooks will be a part of the submission. It is needed to be ensured.<br />
<br />
2) Presentation in the PhD LA Seminar: I presented in the PhD LA Seminar on Monday afternoon. I received quite a lot feedback from my colleagues. The most important ones that I need to keep in mind are-<br />
- I might look into the gender difference in other activities- while they are playing if there is any change from before intervention. I might also look into their responses in the focus groups. I also need to look into the journals of environmental education to learn about how the situation prevails in European and British context.<br />
- The change in teachers' thought process is an important finding. I can refer back to Jenny Roe's work.<br />
- In discussion I should reflect upon the change in children's academic achievement- how much it has to do with the designed school ground or how much it has to do with change in teachers' motivation and others...I need to find out all the factors that can have an effect on children's academic achievement...<br />
- Nevertheless its important to be self critical about the design. Many things might have happened due to location or scale or design of certain things. Its important to look into the patters of the activities- whether they are repeating into some other settings.<br />
I have sent the feedback to my supervisors for their response. This might be a very rich guideline for me to work on the next analysis.<br />
<br />
3) I have finished the behaviour maps of the children during play and learning before and after the intervention. Its really important as based on this I will continue the further analysis. But before that I might need to have a look again into the coding and get those finalized and approved by my supervisors.<br />
<br />
4) The most important thing that I discovered this week is Zamini Zahra's thesis. I have got some really good guidelines for analysing the behaviour maps. I now can think of analysing the maps at different levels- zone, settings and elements.<br />
<br />
5) I also got some real good feedback from Dipon vai about the contextbd article. My failure is I could not finish writing the article last week. I should finish it by next week. I might try tomorrow after tutoring.<br />
<br />
6) Last but not the least, I attended SRK's public lecture on the 15th. I really liked how he weaved his story with threads from the name of his movies. I thoroughly enjoyed his talk and dance of course. He was talking about madness, fear, confusion and many others. It was an experience indeed.<br />
<br />
Hope to see you my blog quite soon again.<br />
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-87642363829254157712015-09-04T17:40:00.000-07:002015-09-04T17:42:22.118-07:00Wishes for a new Semester<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBV8yNRxGcMIOJw3p0zdYNdKFodafzij7ju5KP05m1pTsHlGOtN5BU1UIDAUzTPZbZOcV-pKsDBgZeq66Vlay82mx9G5ufCK0uaD3USXuA0M7avlGySDrOHH-vmJL1BC108IpEbQnYGCdj/s1600/DSC_0115.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" height="427" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBV8yNRxGcMIOJw3p0zdYNdKFodafzij7ju5KP05m1pTsHlGOtN5BU1UIDAUzTPZbZOcV-pKsDBgZeq66Vlay82mx9G5ufCK0uaD3USXuA0M7avlGySDrOHH-vmJL1BC108IpEbQnYGCdj/s640/DSC_0115.JPG" width="640" /></span></a><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Yes! The third year of my PhD has officially started. This should be the last year of my PhD and therefore I will be living my last moments in Edinburgh may be. In that case its high time I plan for this year to work to my fullest and to enjoy it to the greatest too. It is heart aching to think how fast time flies and this year will pass may be in the blink of an eye. I want to make the time frozen, I want to live a bit more of this year. I want this 12 months to be 18 months long. How can it be!</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Its difficult to plan for a year, but I can set my goals for this semester only- September to December. Yes this will give me some more time to think about my further plans for work and joy. The goals or I will say my 'wishes' are here-</span><br />
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<br />
<ul style="text-align: left;">
<li><span style="font-family: Trebuchet MS, sans-serif;">Continue with the writing retreat. Arrange it sometimes so that it happens at least once in a fortnight.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make the 'research ADDA' a regular thing. Plan and give time.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Establish the morning routine. Don't be hard on yourself but let it roll, make progress everyday.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make time for exercise, plan for the whole week beforehand. Make YOGA a routine.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Keep up with the C25K training. You are doing great.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make time for the strength and flex exercise. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make bike your regular transport.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Keep up the good habit of healthy eating. Again GO SLOW. May be make an album on healthy recipes. Inspire others.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make your lunch boxes on week end. Dont think of work, rather organize yourself.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Take 'breaks'- real breaks! Only eat when its time to eat, dont sit in front of the laptop.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make an inspiring book your bedtime book.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Organize your studydesk. Add some magic (flowers?). May be at home too.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Update the online profiles- ECA website</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Be serious with the research journal. Its never too late.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Finish the journal paper on you MArch research.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Make blogging a weekly habit, make yourself accountable to you, review your weeks' works.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Finish analysis of data and finish writing the results chapter.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Give yourself rewards when you achieve something. For example, Treat yourself with a set of colouring pen after you wake up from bed early for a week.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">And WATER COLOUR- its time :-)</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Love yourself!</span><div class="separator" style="clear: both; text-align: center;">
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-59848575617314311262015-08-27T17:50:00.000-07:002015-08-28T04:28:41.728-07:00Research ADDA is going on in full swing<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfTgsPl5y7Tr4tZPrn60kDH_GilStqoGgZ0-Cia893sYvz0mLBb2_4CZ6yligkZb5KrbxhuQiAmKwSdC4dC4B3QCC8HeFZFXNhXWctu3BdrwLm4EO-EkBP7Bt1zNvFLCLRTOpKRpyBAOl_/s1600/11942256_881136921974187_3609519940789782835_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfTgsPl5y7Tr4tZPrn60kDH_GilStqoGgZ0-Cia893sYvz0mLBb2_4CZ6yligkZb5KrbxhuQiAmKwSdC4dC4B3QCC8HeFZFXNhXWctu3BdrwLm4EO-EkBP7Bt1zNvFLCLRTOpKRpyBAOl_/s320/11942256_881136921974187_3609519940789782835_o.jpg" width="320" /></a><br />
Groupfie: Hanis (top photo; from left Hanis, Sharifah, Azlina, Matluba (me ;) ), Nik and Roxana)<br />
<br />
<br />
We, the PhD Landscape Architecture students of ESALA meet fortnightly for an informal gathering in any available place nearby our office. The venue is mostly the board room or if not available then in ECA cafe or Cafe Truva just opposite Evolution house. We have named it 'Research ADDA'. Adda is a Bengali word which means an assemblage of friendly talkers, most popular is adda over tea at a road side shop named 'tong er dokan'. The name says it all as we want this meeting very informal where PhD students of Landscape Architecture (in fact not limited to LA only, there are students from Architecture and also Moray House School of Education too) will share with each other the challenges they are facing, the goals they are achieving, the rewards they are having from their supervisors and bla bla bla.. Its talking about everything (read 'research' ;) ) about a PhD students' life over some tea (cha) and snacks (ta).<br />
<br />
We had three meetings so far. In the very first meeting we (who knew each other before) introduced ourselves (read 'our research'), talked about what we are working on, at which stage of research we are at the moment and what short or long term goals we have. I am not going into the details. But it was really great to know about each others' previously known works in a kind of new way. After the meeting we talked about what we wish to achieve in next two weeks' time and decided to talk over the table of content of the thesis in the next adda.<br />
<br />
The second meeting got more people in. We were talking about the first year review (as Roxana is going to face it in two weeks and Nik will soon too). And then we discussed about the structure of the thesis. Well, it might sound like a really serious meeting but believe me all of these were discussed in such an informal and spontaneous way. Azlina and Hanis were almost vomiting because of the too much sweet hot chocolate (don't try it in cafe Truva). My latte was fine ( a bit cold). Roxana wanted to present her report in front of us in the next meeting (started sound boring again? ha ha).<br />
<br />
We had the third meeting today in one corner of the board room. Along with discussing the first year review presentation we focused on presenting our analysis with which most of us are struggling at this point. Some of us are working on purely qualitative study and some are working on a mixed methods research. Azlina as the most senior member of the adda enlightened us with her approach of presenting the results of quantitative analysis where the results chapter actually contain a head (introducing the method she is applying, why she is applying it), body (purely the results without any 'fat') and the legs (a summary of the results and an indication of the next section of analysis). In the previous adda Azlina also mentioned about her supervisor's suggestion to the results chapter fat-less, stuffed with only the 'meat' i.e. results.<br />
<br />
Sharifah is struggling with presenting the qualitative analysis. She mentioned about two approaches- either presenting each of the participants as a case or finding the themes/common points from her content analysis and presenting that way. Both Azlina and Hanis are going for thematic analysis for their qualitative data and me too.<br />
<br />
I was talking in detail about how I am presenting my results as I truly needed their suggestions or may be assurance that my approach is right. The assurance from your peers make you feel better. I have millions of data and its really a nightmare to put them all in one volume of dissertation. Nik has mentioned something really helpful- not to present every bit of it and making the results simpler. I think its a great idea. Lets see what my supervisors suggest about it. I might only present about the four key elements- motivation, peer relation, perceived bodily activity and exploration of the environment without going into the details of the elements they consist of. It might be difficult for me than to link those with other qualitative data in the discussion section.<br />
<br />
At the end we talked about the importance of keeping a research journal where one can write in one's own way what approaches he/she is thinking of , the rationale for taking that approach i.e. a day to day account of one's thoughts in a very informal way which a research student will keep to himself/herself. It is really helpful as it does not let you forget any important or even not so important step of your research. I wish we had such an adda before and someone would have told me about keeping a research journal in my first year. The idea was so unclear to me at that time. I think better late than never and I can start any moment. Today?<br />
<br />
See you all in the next research adda on the 10th of September, 2015.<br />
<br />
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-2212347632367985252015-08-06T08:02:00.001-07:002015-08-06T08:07:12.415-07:00Analysis Dilemma: Check of Normality<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: "Arial","sans-serif";">I have data for three different
groups- Treatment group and Comparison group is the treatment school and the
comparison school itself. <span style="color: red;">First I was confused whether
I need to test the normality for individual groups or all the samples together.(??)<o:p></o:p></span></span></b></div>
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<b><span style="font-family: "Arial","sans-serif";"><span style="color: red;"><br /></span></span></b></div>
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<b><span style="font-family: "Arial","sans-serif";">Later on<span style="color: red;"> </span>I
have run the analysis for all the samples together later on<span style="color: #00b050;">. (Kolmogorov-Smirnov test showed not significant results
for individual groups, yet sample size is less than 30)<o:p></o:p></span></span></b></div>
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<b><span style="font-family: "Arial","sans-serif";">EXAM SCORE DATA:<o:p></o:p></span></b></div>
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<span style="font-family: "Arial","sans-serif";">In the Kolmogorov-Smirnov
test the results are not significant for science and religion course before
intervention and the maths score after intervention i.e. these data are normal.
The scores for all other elements are significant which proves non-normality of
the data. However, the skewness and kurtosis value for all the elements of the
exam scores are within the acceptable range of normality that is -2 to 2
(George and Mallery 2010). The lowest value is -1.320 and highest is 0.873. The
average skewness value is 0.316 and the kurtosis value is </span><b><span style="font-family: Arial, sans-serif; line-height: 107%;">-0.438. So the exam scores
data are within the acceptable range of normal distribution. <span style="color: red;">The histograms look good, though not good for few of them.</span></span></b></div>
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<b><span style="font-family: Arial, sans-serif; line-height: 107%;"><br /></span></b></div>
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<b><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">QUESTIONNAIRE
SURVEY DATA:</span></b></div>
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<span style="color: #444444; font-family: Arial, sans-serif;">Kolmororov-Smirnov test yielded significant results for all
of the elements in the questionnaire which means the data are not normal. Yet
this test can be conservative for some of the cases. However the average value
for the skewness and kurtosis is -0.599 and -0.577 which is within the
acceptable range of the normal distribution which is -2 to 2 (George and
Mallery 2010). </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"><o:p></o:p></span><b><span style="color: red; font-family: "Arial","sans-serif"; font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">The histograms don’t look
good for all of them but not bad also. The histogram looks good for most of them.</span></b></div>
<b><span style="color: red; font-family: "Arial","sans-serif"; font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";"><br /></span></b>
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<b><span style="color: red; font-family: "Arial","sans-serif"; font-size: 12.0pt;">So what shall I consider?- the test of normality? Or the skewness
and kurtosis value?<o:p></o:p></span></b></div>
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<span style="color: #444444; font-family: Arial, sans-serif;"><br /></span></div>
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<span style="color: #444444; font-family: "Arial","sans-serif"; font-size: 13.5pt; mso-fareast-font-family: "Times New Roman";"><b>I was looking for
solutions as I learnt from Field, Andy (2000) about the strength of parametric
statistics over non-parametric ones. My concern is we might miss a significant
effect in non-parametric analysis which might actually exist there </b></span><b style="color: #444444; font-family: Arial, sans-serif;">(proved in
Parametric tests). "If there is a genuine effect in the data then a parametric test is more likely to detect it."</b><span style="background-color: transparent; color: #444444; font-family: Arial, sans-serif;"><b>(</b></span><b style="background-color: transparent; color: #444444; font-family: Arial, sans-serif;">Field, Andy 2000, p 49)</b><b style="background-color: transparent; color: #444444; font-family: Arial, sans-serif;"> </b></div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-4167893302360704242015-07-11T07:54:00.000-07:002015-07-11T08:22:55.178-07:00Conference Review: Lessons from Near and Far 03/07/2015<div dir="ltr" style="text-align: left;" trbidi="on">
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A week ago I have attended the international outdoor
learning conference in London. I presented my paper on examining the links
between the design of outdoor learning environment and children’s learning. I
have also presented a poster on the design of a school ground in a primary
school in Bangladesh. This oneday conference was very intense and informative. I cannot remember of such an engaging and successful gathering in recent times as every one was talking on the very topic on which I am living since my undergraduate studies.<br />
<br />
The aim of the conference was primarily to inform the
policy about the findings of the research on potentials of learning in the
natural environment at different countries of the world. <o:p></o:p></div>
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The morning session of the conference comprised of the
introductory speech followed by four keynote papers on research and policy in
four different countries of the world. I found the objective of the conference
and my research coincide in many ways like-<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->-<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><b>Build
evidence for policy makers (I also aim design professionals, teachers and
education officers)<o:p></o:p></b></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->-<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><b>To
strengthen the evidence on the relationship between Outdoor learning and
academic attainment (and also motivation and willingness to come to school)<o:p></o:p></b></div>
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<b><br /></b></div>
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We also need to get informed about the changes in practice.
We always talk that research and practice should work together. The researchers are working on creating more and more evidence on the positive impact of the outdoor learning on
children’s health, learning and well-being. But still there is a gap. Research
needs to come out with the evidence that is easily transferable to practice.<o:p></o:p></div>
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The Natural connections LINE project has been working on a
longitudinal study in 125 schools in England. In order to remove the barriers
to OL the project aims to stimulate the demand for OL from schools, to support
the schools in the practice of OL and to stimulate high quality OL. The
findings are quite impressive as it is found that OL engages pupils in
learning, supports academic achievement, has a positive impact on behavior, and
improves health and well-being and pupil’s social skills. The authors suggested
that in order to remove the barriers we need to have a funded lead
organization, establish peer to peer support networks, have high quality
teachers, have a compelling evidence base, conduct more flexible, school
centered research, create responsive, local solutions, follow multiplatform
design media approaches and develop partnerships of people.<o:p></o:p></div>
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The outdoor learning practice in Singapore involves one camp
in primary school and two camps in secondary school. Singapore has shown a
progression over time starting from 1991. Establishment of OL is following a
top-down approach as its already in the policy of Ministry of Education. The
core values of OL are self awareness, self management, social awareness,
relationship management and responsible decision making which will eventually create a confident person, self-directed learner, active contributor and concerned Singaporean. The objectives of OE
in Physical Education are physical health and well-being, risk assessment and
management and sense of place. Singapore can be an example for any country who
can follow the path and create an impact through OL.<o:p></o:p></div>
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<br /></div>
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Udeskole in Denmark is a perfect example of how top-down and
bottom-up approaches can work together successfully. Its not a long journey
beginning in 1999 with an open access website udeskole.dk offering free OL
resources for the teachers. Danish teachers used to take the children to the
outdoors for teaching (not guided by the curriculum). The teachers used to do it on their own account. Later
on in 2010 the first PhD thesis by Dr Peter Bensten on green spaces and OL is completed. Two
researchers submitted a proposal to the ministry- research project: Udeskole.
In 2014 1.2 million pounds have been sanctioned by the ministry of education
for the development of udeskole. New Danish School Act came out. Mygind and
Bensten were looking into the impact of Udeskole on children’s physical
activity, learning, social relations and teaching of maths and Danish language.
This is a four years study where mixed methods research strategy is being
followed. Udeskole included longer and more varied school day, more PE and
physical exercise and activity and open school i.e. working closely with local
sports, clubs and cultural centers. In the coming two years udeskole aims to
the development of 50 new udeskole, research upon the development project and
official udeskole webpage and materials. <o:p></o:p></div>
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The next keynote speech on learning through adventure is an
eye-opener. Whatever be the environment- indoors or outdoors the teaching
should be adventurous instead of being "Mcdonalized" (rationalized, prescribed,
calculable, predictable). There are four criteria of learning through adventure-
uncertainty, agency, authenticity and mastery. The combination of this four in
teaching can equip the pupils with the tools to survive in a constantly
changing world. <span style="color: #00b050;">The fact is that outdoor
environment with its richness and diversity can be an appropriate context for
the practice of adventurous teaching/learning. </span><o:p></o:p></div>
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The impact of residential experiences on pupil’s health and
learning is being researched by learningaway. Mixed methods research strategy
has been followed where survey data has been collected from 61 schools and 100
focus groups. Data were collected on 9 different key areas. Like any other
research it also proved the positive impact of the outdoors and generated some
quantitative data which is lacked to some way. The recommendations are- to
ensure staff freedom to design curriculum, thematic curriculum and to create
evidence base.<o:p></o:p></div>
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The four key note speeches were summarized by Professor Karen
Malone. The key challenge is to address the issue of children’s spending less
time in the outdoors. In rural areas of some countries like Bangladesh
situation is different where children spend more time in the outdoors. The
challenge is somehow different- to attract children towards school, to motivate
them to come to school and to study. The school ground affords them less
opportunity to explore compared to their neighbourhood where they like to spend
time instead of going to school. Can a well-designed outdoor environment attract
them to school? (By the way that’s my research question). The weakness in
evidence is lack of quantitative study, longer term larger scale evaluation
studies and piecemeal studies. Studies are even rare in the context of
developing countries. The evidence generated through research are not well
communicated with the people in practice. How these connections can be made? By
more conferences?- where generally the people from academia gather and therefore
the results don’t transmit beyond the boundary.<o:p></o:p></div>
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As OL also refers to
learning in the school ground, how that school ground should look like to
accommodate OL? School grounds have been designed always considering children’s
play behavior and informal learning through play. Now as the purpose of the
school ground is more inclusive- using this for teaching curriculum
content, the design approach is also needed to be changed or become more
inclusive. How to design the school ground so that it can accommodate OL? Here comes
the design professionals or research in another field- architecture/landscape
architecture/interior architecture. And both these fields should be connected
and work together. There is a whole unit in Moray House School of Education on
Outdoor Learning and there is OPENspace research center in Edinburgh School of Architecture and
Landscape Architecture where I am doing my PhD. But are they connected? People are working on the same issue separately but is there any common project or
platform where both the education school and architecture school are working together? I know some PhDs in these two schools with one supervisor from other school but is there a common platform? So along with feeding the policy we
also need to make sure we are not spending time on the same thing separately and in an isolated manner. This type of conference should attract more
presenters or participants from other related fields.<o:p></o:p></div>
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After my presentation I was intelligently asked about the context
of Bangladesh for OL. But the interesting thing is that whatever be the
challenge, solution is the same- Learning in the Outdoors. When children are
spending less time in the outdoors or spending so much time in the outdoors that you cannot
take them to the classroom to study then there is only one solution- bring the study to the outdoors. This
will make the children more engaged with what they are learning, make the
learning real and therefore motivating them to learn.<o:p></o:p><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJFGpi9ADNVcHhEShII7c1SpE3nTurYyE_v2PTHaT8UAQfx3NzYt-wKQBERJ8uukOJhl-MHaeu7y0rQR_GK2Eu5GrHHoNlndjrqZVACHeyczhaeOa2Y1vAw3o6fwmiKq0cWyIVq9ia6G1P/s1600/IMG_0245.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJFGpi9ADNVcHhEShII7c1SpE3nTurYyE_v2PTHaT8UAQfx3NzYt-wKQBERJ8uukOJhl-MHaeu7y0rQR_GK2Eu5GrHHoNlndjrqZVACHeyczhaeOa2Y1vAw3o6fwmiKq0cWyIVq9ia6G1P/s640/IMG_0245.JPG" width="640" /></a></div>
Conference delegates having their lunch in the courtyard (As its an outdoor learning conference I could not help posting a photo of the outdoors)<br />
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*** My very own reflection on the conference which might be limited due to many reasons including lacking in my knowledge and understanding. I just tried to relate the things I learnt to my own research.</div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-73381402577258833542015-06-25T20:09:00.002-07:002015-06-25T20:09:49.495-07:00Presenting your thesis in 3 minutes? Is it possible?<div dir="ltr" style="text-align: left;" trbidi="on">
Today I went to the finals of 3 Minute Thesis Competition. Presenting one's 3 or more years' PhD in only 3 minutes using one slide without any animation or props is a really difficult job. I was really eager to see the contestants who have gone through this journey. I was interested to learn how they squeezed their thesis in three minutes, what are the judges' responses to that and how the audience is reacting.<br />
<br />
Last year I was a runner up in the school heat (ECA heat). I started the journey which I could not finish but later on I overcame my lacking in the Falling Walls Lab Edinburgh. The only difference between three minute thesis competition and falling walls lab is you can use more than one slide in falling walls lab, you can also use some props. But both the competitions are very strict to the 3 minutes boundary and its safer to prepare your presentation for less than 3 minutes. You can present whatever you are doing in your PhD in the three minutes thesis but falling walls lab target a larger audience in some way not bound to PhD students. Any person doing a research that has an impact on people and society can present in Falling Walls.<br />
<br />
Whatever be the criteria presenting your research to a audience who are not expert in your field is quite a difficult job. But that's the job one has to perform. This job makes you think about your research in a different way to be more specific in a very realistic way. You need to be very clear about your contribution to the world knowledge and be able to establish it in those three minutes. You may be a part of a research team but you have to be very specific what is your contribution as an individual researcher.<br />
<br />
In addition, You also need to think about why your contribution is significant. The research must be put in a context and you have to relate it with the audience. Engaging your audience is not that easy but that makes you a better presenter. Energy, enthusiasm, use of humour all are the qualities that an audience search for in a presenter.<br />
<br />
While focusing mainly on the speech many often forget about that 'one' slide and do not pay much attention to it. When you are given the opportunity to use a slide you should make most out of it. You need to relate your speech to the slide making it informative and not too stuffed at the same time.<br />
<br />
Do consider of participating in such a competition which can change the way you are looking at your PhD at this moment. I was the winner of Falling Walls Lab Edinburgh which gave me the scope to present my research in Falling Walls Lab Finals in Berlin. 100 presenters participated in that finals. Yes, you read it right, 100 presenters presenting 3 minutes each on one day. It was a long day but it was a great opportunity to learn about what is going on in different fields of research around the globe.<br />
<br />
I am considering participating in 3 Minute Thesis Competition in 2016.<br />
Meet you there!<br />
<br />
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-59118122550737465232015-06-17T13:03:00.002-07:002015-06-17T13:03:30.248-07:00Patha Bhavana, Shantiniketan_ More than 100 years of outdoor learning practice<div dir="ltr" style="text-align: left;" trbidi="on">
<b style="line-height: 150%;"><span style="background: white; font-family: "Times New Roman","serif";">Patha Bhavana</span></b><span class="apple-converted-space" style="line-height: 150%;"><span style="background: white; font-family: "Times New Roman","serif";"> </span></span><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">(</span><a href="https://en.wikipedia.org/wiki/Bengali_language" style="line-height: 150%;" title="Bengali language"><span style="background: white; color: windowtext; font-family: "Times New Roman","serif"; text-decoration: none; text-underline: none;">Bengali</span></a><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">:<span class="apple-converted-space"> </span></span><span lang="BN" style="background: white; font-family: 'Shonar Bangla', sans-serif; line-height: 150%;">পাঠ</span><span lang="BN" style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;"> </span><span lang="BN" style="background: white; font-family: 'Shonar Bangla', sans-serif; line-height: 150%;">ভবন</span><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">) is an institution of primary and secondary education in<span class="apple-converted-space"> </span></span><span style="font-family: 'Times New Roman', serif; line-height: 150%;"><a href="https://en.wikipedia.org/wiki/Santiniketan" title="Santiniketan"><span style="background: white; color: windowtext; text-decoration: none; text-underline: none;">Santiniketan</span></a><span style="background: white;">,<span class="apple-converted-space"> </span></span></span><a href="https://en.wikipedia.org/wiki/West_Bengal" style="line-height: 150%;" title="West Bengal"><span style="background: white; color: windowtext; font-family: "Times New Roman","serif"; text-decoration: none; text-underline: none;">West Bengal</span></a><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">,<span class="apple-converted-space"> </span></span><a href="https://en.wikipedia.org/wiki/India" style="line-height: 150%;" title="India"><span style="background: white; color: windowtext; font-family: "Times New Roman","serif"; text-decoration: none; text-underline: none;">India</span></a><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">. It was founded by<span class="apple-converted-space"> </span></span><a href="https://en.wikipedia.org/wiki/Nobel_laureate" style="line-height: 150%;" title="Nobel laureate"><span style="background: white; color: windowtext; font-family: "Times New Roman","serif"; text-decoration: none; text-underline: none;">Nobel laureate</span></a><span class="MsoHyperlink" style="line-height: 150%;"><span style="background: white; color: windowtext; font-family: 'Times New Roman', serif;">
Poet</span></span><span class="apple-converted-space" style="line-height: 150%;"><span style="background: white; font-family: "Times New Roman","serif";"> </span></span><a href="https://en.wikipedia.org/wiki/Rabindranath_Tagore" style="line-height: 150%;" title="Rabindranath Tagore"><span style="background: white; color: windowtext; font-family: "Times New Roman","serif"; text-decoration: none; text-underline: none;">Rabindranath
Tagore</span></a><span class="apple-converted-space" style="line-height: 150%;"><span style="background: white; font-family: "Times New Roman","serif";"> </span></span><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">in 1901 with
only five students which later grew into<span class="apple-converted-space"> </span></span><span style="font-family: 'Times New Roman', serif; line-height: 150%;"><a href="https://en.wikipedia.org/wiki/Visva-Bharati_University" title="Visva-Bharati University"><span style="background: white; color: windowtext; text-decoration: none; text-underline: none;">Visva-Bharati University</span></a><span style="background: white;">. The school is established based on the philosophy of
learning being in nature with close connection to it without any superficial
barriers between teachers and students. It was opposed to the mainstream
classroom learning system based on the books only. It’s often referred to as an<span class="apple-converted-space"> </span></span></span><a href="https://en.wikipedia.org/wiki/Ashram" style="line-height: 150%;" title="Ashram"><i><span style="background: white; color: windowtext; font-family: "Times New Roman","serif"; text-decoration: none; text-underline: none;">ashram</span></i></a><span class="apple-converted-space" style="line-height: 150%;"><span style="background: white; font-family: "Times New Roman","serif";"> </span></span><span style="background: white; font-family: 'Times New Roman', serif; line-height: 150%;">system where the teacher is <i>guru </i>and teaches his or her disciples sitting in the shade of a tree.
It is one of the two primary and secondary school affiliated with the
Visva-Bharati University; the other being<span class="apple-converted-space"> </span></span><span style="font-family: 'Times New Roman', serif; line-height: 150%;"><a href="https://en.wikipedia.org/w/index.php?title=Shiksha_Satra&action=edit&redlink=1" title="Shiksha Satra (page does not exist)"><span style="background: white; color: windowtext; text-decoration: none; text-underline: none;">Shiksha Satra</span></a><span style="background: white;">.</span></span><br />
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<span style="font-family: "Times New Roman","serif";">Patha
Bbhavana is established for children from class I to class XII. Generally in
the schools in Indian subcontinent children remain in the classrooms. The
teacher moves from one class to another when the bell rings. But in Patha Bhavana,
the teachers are allocated a fixed place, a tree. She sits on her <i>Vedi </i>under the tree and the children
move from the class of one teacher to the class of another one. So in the
morning when the school commences one can see children in their orange uniform
sitting around their teachers under different trees in the vast ground of
Shantiniketan. This ground is called <i>Amrokunja
</i>as the trees are mostly mango trees. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">All
the classes here are taken in the outdoors. But there are sufficient classrooms
to commence the classes there in case of bad weather- scorching sun or heavy
rains. Here the nature is mostly a context where the classes are held. Each
child brings his or her own <i>Asana </i>from
home and sits on that surrounding the teacher.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">The
curriculum of the Patha Bhavana is not totally similar to the curriculum of the
Government Primary Education of India. There is flexibility in the curriculum for
the younger children. There is no difference between study and exam. Exam is
taken in the middle of the studies. Teaching
of literature and extra-curricular activities are stressed here. There is a
literary meeting named <i>Sahityo Sabha</i>
on the day before weekend every week where the children do have the scope to
present their own literary piece.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";"><br /></span><span style="font-family: "Times New Roman","serif";">The
science teaching is termed as ‘nature study’ when the children are taken to a
nature walk within the area of Shantiniketan. During the nature walk the
children observe different elements of nature, learn about the nature. “This
class was very much attractive to me during my childhood,” said Mridula Mishra,
an ex-student of Patha Bhavana in her article on Shantiniketan in a book titled
‘Shantiniketan Onuvuty’. Rabindranath Tagore defined this ‘Nature Study’ in the
education policy of Shantiniketan Ashrama as “the practice of </span><span style="font-family: "Times New Roman","serif"; line-height: 150%; mso-bidi-font-family: Vrinda; mso-bidi-font-size: 14.0pt; mso-bidi-language: BN;">curiosity and affection
towards diverse matters of mother nature, birds, animals, trees and plants”.
The principal purpose is to create the interest and empathy for nature in
children’s minds. </span><span style="font-family: "Times New Roman","serif";"> During the classes of other subjects the study
mostly concentrated on what the teacher teaches from the book. Here I find the
difference between what I am proposing in my research. The school ground will
only not be a context but also a tool for teaching. This is applicable not only
in the case of science but also other subjects. And for that the school ground
is needed to be designed in such a way so that it can accommodate different
ways of teaching and learning.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Rabindranath
Tagore emphasized on Sense-training. According to him, the training to nourish
different senses is not optional but compulsory which resulted in the training
of drawing, making handicrafts, music, and dance along with the curriculum
subjects. The training of being self-sufficient starts from early age with
these.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">I
have talked with both experienced old teacher and young less experienced ones.
There is an interesting difference between them. While the experienced teacher
is looking critically into the learning environment, the younger ones are more
enthusiastic and positive about teaching in the outdoors. The first thing that was
common in both of them is <b>transparency</b>
in outdoor teaching, transparency at all levels. The teacher can have an eye at
all the children in the outdoors, she can reach any student she wants. The
principal can also supervise what is going on only walking around the Patha
Bhavana.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">The
next thing is the connection with nature. According to Ms Nayana (code name, 33
years of teaching experience in Patha Bhavana), though the children are not
always aware about what is happening in the outdoors, they without being
conscious learn about the natural phenomenon. This creates in them a sense of <b>empathy towards nature.<o:p></o:p></b></span></div>
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<span style="font-family: "Times New Roman","serif";">Both
of the teachers think that the children are more eager to have their classes in
the outdoors. They don’t want to have the classes in the classroom without the
exceptional case of bad weather. They overcome different distractions of being
in the outdoors and therefore concentrate in their studies. Though the
experienced teacher says that she finds students more attentive in the
classroom. Yet it does not influence the educational outcome targeted by the
teacher in both the environments. According to the teachers, the way they teach
does not differ in the two environments and so not the outcomes.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">According
to Ms Nayana, because of the informal outdoor environment children are very
frank with the teachers and also the Principal. The children are more verbal,
they are social and are not afraid or shy to interact with anybody. There is a
fright that the children might lack efficiency in writing but she thinks its overcome
through years. I was completely a
stranger to the children. But surprisingly they were not at all shy with me.
They became friends with me at once and started sharing about their different
experience in school. They made me promise that I should come the next day and
they would bring some gifts for me mostly their paintings. <o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9z38XafWo3fhZbG4T0RotWD6eLQg-aSHw7mki7Irfiq0WDAU9oNhnu3vGGpxyQyjb0k2OLDA7WXD-VwsxdfwsIe8OlVP64n9A_GupToPCAJrWyFloKgahxXVMHU53-J-8I9XV92LKevKF/s1600/DSC_0526.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="428" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9z38XafWo3fhZbG4T0RotWD6eLQg-aSHw7mki7Irfiq0WDAU9oNhnu3vGGpxyQyjb0k2OLDA7WXD-VwsxdfwsIe8OlVP64n9A_GupToPCAJrWyFloKgahxXVMHU53-J-8I9XV92LKevKF/s640/DSC_0526.JPG" width="640" /></a></div>
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<span style="font-family: "Times New Roman","serif";">Ms
Amrita (younger one having the experience of 4 years) enjoys taking classes in
the outdoors. She thinks it’s fun for both the teacher and the students.
Teaching in the indoors and outdoors is all the same to Ms Nayana. Ms Amrita
had a background of studying in a traditional school in classrooms. She thinks
it would have been much more enjoyable for her if she had her classes in the
outdoors.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">At
some point I shared with the teachers what I am going to propose in my
research- the idea of different behavior settings, using these settings for
teaching different things of the curriculum and a combination of indoor and
outdoor teaching. Ms Nayana expressed honestly that she did not think of using
of the outdoors as a tool may be because there were not such settings. If there
would be different settings rich with different elements in order to
accommodate different behavior or activity she might have thought about that.
Both of them think that special training is necessary for the teachers to use
the outdoors as a tool and context for teaching.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Ms
Nayana talked about some design issues related to the outdoors. There is no
fixed blackboard in many of the outdoor classes. A proper set up is necessary
with adequate facilities to take classes in the outdoors such as a fixed black
board, sufficient leg room for children in the class and adequate toilets. Sometimes
the children are quite distant from the teacher on their <i>asanas </i>and the teacher cannot reach him or her. She thinks it’s
necessary to have a combination of indoor and outdoor teaching. The children
need to have a classroom with their own spaces and then some classes can be
taken to the outdoors. Maintenance of the ground is required as children sit on
the ground.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">According
to all the teachers and some ex-students of Shantiniketan/ Patha Bhavana, the teaching
of Patha Bhavana does not bring immediate outcome but it’s a lifelong teaching
for its students, its beyond getting good marks in the exams or doing good in
the job market. Its the relationship with the nature and all the living beings,
the empathy and sense of responsibility to the nature and the quality of
leadership. <o:p></o:p></span></div>
</div>
Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-80033687659526382212015-06-17T09:13:00.001-07:002015-06-17T09:13:31.517-07:00Nightmare of looking for a flat<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="background-color: white; color: #141823; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19.3199996948242px; margin-bottom: 6px;">
When we first came in this deserted heaven, we were really fortunate to meet <a aria-describedby="js_2v" aria-haspopup="true" aria-owns="js_2u" class="profileLink" data-hovercard="/ajax/hovercard/user.php?id=1042151557" href="https://www.facebook.com/nurun.n.fancy" id="js_2w" style="color: #3b5998; cursor: pointer;">Fancy</a> and Dikens to be our host for the first few days. Mohit and Toma were there to help us with until we found a suitable home for us. It was September 2013 and all the student accommodation were already booked... Searching for flats in a place you dont know is always the most difficult job, sometimes we came up viewing flats in really dodgy area but the interior was spacious..We<span class="text_exposed_show" style="display: inline;"> were confused... Then <a class="profileLink" data-hovercard="/ajax/hovercard/user.php?id=1049777541" href="https://www.facebook.com/reyhaneh.mozaffar" style="color: #3b5998; cursor: pointer; text-decoration: none;">Reyhaneh</a> gave her hands and sent the link of the house where we lived for the next one year... To us it was no less than a resort facing the hills from the living room window. We used to say that we are having our extended honeymoon in the most beautiful city of the world...Oh! Appin terrace!</span></div>
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Now after long eight months, the scenario started repeating. We are again at Mohit's place waiting for a flat close to my office. Having the fringe festival ahead the rent is higher and also the flats are mostly reserved for the festival time. But this time we were also keeping an eye on the student accommodation site of the university as students living there highly talked about that.This morning I viewed a flat in student halls in Royal Mile. I liked the vintage environment though not the flat much. But it was a cozy little suite like flat where we can spend our time in comfy with all the facilities in hand.</div>
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Wooo...So at long last we got it and can be relaxed until the submission of my dissertation..Spending the whole day is worth.I rushed to Pollock Halls to reserve the flat... I knew there could be many restrictions and formalities- some flats are only given to couple both of whom are students or you can't keep pets with you. But I rechecked the restrictions very cautiously so that we are not ditched any way.</div>
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I was waiting and someone came to me with a very smiling face and told me that they dont offer flats to any second year or upper year students..These are only for the 1st year students who are new to Edinburgh... Pheww...</div>
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Its 4 PM and I declared it a day!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXQL1WRLqOpaanFRTfzZ7QKrUUwG1eJfiTwjq5hpFtp2RFJtOgGiXatjT7e9n_u4Zmgm4wjbBg7dnHAyGYadavA5plWn41RUwNOGUu3C40qqDmgLCCg1gc-lSiup5hgLwsl3VTrnz_rFzN/s1600/1376992_10151764662073500_1628195768_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="428" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXQL1WRLqOpaanFRTfzZ7QKrUUwG1eJfiTwjq5hpFtp2RFJtOgGiXatjT7e9n_u4Zmgm4wjbBg7dnHAyGYadavA5plWn41RUwNOGUu3C40qqDmgLCCg1gc-lSiup5hgLwsl3VTrnz_rFzN/s640/1376992_10151764662073500_1628195768_n.jpg" width="640" /></a></div>
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A working table is what you need most in your flat</div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-82474656174097651022015-06-15T07:16:00.002-07:002015-06-15T07:16:59.124-07:00New Direction for Data Analysis<div dir="ltr" style="text-align: left;" trbidi="on">
This morning I met Sarah, my supervisor from the Moray House School of Education and talked about on what I got from my field survey. We began our chat with the analysis of quantitative data which eventually took turn into the analysis of ethnographic data. I have executed an ethnographic research quite unconsciously as I used to go to the school before everybody came and left it after everybody had left. I spent the whole day there observing how the children are interacting with the changed environment, how the teachers are taking classes in the outdoors and above all how the days are spent in the school. I have still quite fresh memories of the day to day life of children in the school which are needed to be transcribed into any media as soon as possible.<br />
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The best way might be write it down what comes to my mind. But sometimes writing can take you to completely different direction. What I can do is to talk to myself or some other person (my husband may be) and record it. The most effective way as suggested by my supervisor is to talk in a way of answering some questions that want to know about my experiences in the outdoors.<br />
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There can be a whole chapter in my thesis on the ethnographic research methods. Wow! I think that would be great. When I was there I kept something like a journal. Now its time to enrich that. Hoo... Come on Matluba! Lets dive into the memories!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmA60klmk3NLaL3u4JHns8e9ticX0RBwJOa7nqJvhyphenhyphennjW_T-tPB2aaX0Yj-3HaLAp2loAryweg9J0OkAqTq5bJJLyRgHX65XyCWQzAzmG2MvSkss-HiTEkw7RtieVvkIdkCY_epwdPYdbM/s1600/image1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmA60klmk3NLaL3u4JHns8e9ticX0RBwJOa7nqJvhyphenhyphennjW_T-tPB2aaX0Yj-3HaLAp2loAryweg9J0OkAqTq5bJJLyRgHX65XyCWQzAzmG2MvSkss-HiTEkw7RtieVvkIdkCY_epwdPYdbM/s320/image1.JPG" width="240" /></a></div>
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Figure: A page from my journal</div>
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-75893768002403248822015-06-14T14:09:00.004-07:002015-06-14T14:09:39.695-07:00Lost in loads of data? Prepare for the analysis!<div dir="ltr" style="text-align: left;" trbidi="on">
As I said in the earlier post that I have just come back after my data collection. My research is an experimental one which includes an intervention in a primary school in Bangladesh. Therefore it means I have double data compared to any other research methods- pre and post intervention data. These pile of things have put me on a 'denial' mood and I was trying to spend my times on every other thing except going back to data. Then I have got this part of a book 'Planning and Preparing the Analysis", Chapter 2 of the book 'Applied Thematic Analysis' published by SAGE.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfjqzcLPQRaDx5ZiJD07aVlhJEzCyY9REPOt-1P0nxVc2i6rcb-tXOhHb6PZD8xVfmQ-7rsdqoFpbm0sua_VsoX_10zn0CIyvkp_ay835YtsnRqCsfk_uBw7q1Vlh9ke5o9fd7LaWCisNA/s1600/51NdR9rG4BL._SX258_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfjqzcLPQRaDx5ZiJD07aVlhJEzCyY9REPOt-1P0nxVc2i6rcb-tXOhHb6PZD8xVfmQ-7rsdqoFpbm0sua_VsoX_10zn0CIyvkp_ay835YtsnRqCsfk_uBw7q1Vlh9ke5o9fd7LaWCisNA/s320/51NdR9rG4BL._SX258_BO1%252C204%252C203%252C200_.jpg" width="259" /></a></div>
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I will just try to write in bullet points the key things I have learnt from this chapter-<br />
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1. The first and foremost thing is to establish your <b>Analysis Objectives</b>- what you are trying to achieve with the data and how you are going to achieve it. This requires going back to your research design. Your analysis objectives will always relate to your research questions.<br />
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2. When jotting down the analysis objectives you are also thinking the data you will need to achieve those objectives. Therefore <b>quality data</b> is required. Its required to<br />
- categorize type of data<br />
- measure overall quality of data<br />
- look for missing components and<br />
- find out if any other information is needed.<br />
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3. Once you know the objectives of data analysis and the type of data you have for those particular objectives you are ready for <b>prioritizing your analysis</b>, which objective you need to achieve in very recent times and start working with that. Identify target dates and milestones to keep track of your analysis.<br />
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4. Which approach you are going to take for your analysis depends on the <b>practical purpose of data analysis</b>- find solutions? build theory or evaluate something?<br />
What is the analytic purpose- <b>to identify? compare? explore? explain? confirm?</b> All these should synchronize with your research objective.<br />
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5. The analysis should have direct connection with research questions. So review your research questions and objectives now and then.<br />
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6. Get the resources i.e. software and others in hand.<br />
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7. In case of large data set think accordingly- separate data for separate analysis?<br />
<b>Data integration</b> is one of the most important things. Its better to use the same <b>code book</b> throughout your thesis.<br />
Use only that data needed for a particular analysis.<br />
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8. In case of using the results for a journal or report, always keep in mind the audience you are going to address. Do they like narratives with quotes or do they have a preference tables and matrices?<br />
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This chapter helped me to enrich my research design table with analysis objectives and type of data needed for that. Another column will be added- analytic approach. After meeting with my second supervisor what I have decided is-<br />
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* I will begin with the analysis of the post intervention qualitative data as that is still fresh in my mind. Using of a software might be time consuming for my case as I have two data sets. I will start with transcribing the data and see how it goes!<br />
Also I am going to use the data for my upcoming conference presentation in London. Its 'Lessons from Near and Far' and I am going to talk about how outdoor environment can increase children's motivation to learn.<br />
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** Simultaneously I will start sorting the data for quantitative analysis. I will have a sitting with my third supervisor and start working on that. Lets see whether I can use some in the conference presentation.<br />
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*** Though observation and behaviour mapping can be done manually but it seems more effective to use ArcGIS. My colleague will help me with the basic things of ArcGIS. One thing- Never hesitate to seek help from your colleagues.<br />
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Here where I stand at this moment. Hope I can see some progress in the next week!<br />
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0tag:blogger.com,1999:blog-5508304281788034544.post-7157245469615990952015-06-13T19:06:00.001-07:002015-06-14T14:10:47.702-07:00Back to Edinburgh_Beginning of the 2nd half<div dir="ltr" style="text-align: left;" trbidi="on">
Literally, the other half of my PhD life has begun in Edinburgh as I am back here on the 31st of May. I have just finished my data collection in Bangladesh and have been preparing myself for the toughest job (to my eyes)- data analysis. But according to my supervisor, I have done the most difficult job- making change to a school ground in real and I have completed it in due time. I have got the confidence from her that if I can do that I can easily do the rest of the jobs of here.<br />
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I have many plans for this second half of my PhD. What I wanted to do the most after coming back here is to walk, yes to walk at least half an hour everyday. So before I go to bed I want to make sure that I have done these three things-<br />
<b>1) have done some sort of exercise- walking/cardio</b><br />
<b>2) have done some write-up for at least 10 minutes</b><br />
<b>3) writing something in my blog, PhD journal</b><br />
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I have passed my first week arranging my new work space. I got the key from graduate office, arrange stuffs on my desk. wow, it looks really good. Lets have a look.<br />
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Oops! I have some more things to do for the arrangement of my office. I need to order some office supplies from Amazon which I am procrastinating for the last two weeks. This should end this week.<br />
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I have met my second supervisor this week. I really look forward to my meetings with her. She is really friendly and comforting and talking to her is more talking to myself in loud and therefore that gives me a relieved feeling and she helps me taking decisions. After second week I feel more confident about beginning this second phase of my PhD.<br />
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I have taken the last two weeks less seriously, so in most cases I left office early, gave myself time to cope with the new (after eight months everything is new indeed!). The next week preferable will be exception and more of an usual week of a PhD student. Though reading <a href="http://getalifephd.blogspot.co.uk/2015/06/summer-hours-enjoy-your-summer-and-be.html">this article</a> just this evening changed my mind. I am thinking of enjoying the summer and being productive at the same time. For that I need to work hard in the morning and enjoy the summer after lunch.<br />
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I think, PhD students should never forget one thing that is-<br />
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<b>PhD is not the end of life. Its a part of your life, so live it... Enjoy it... Walk, swim, run, do exercise and eat!.... and WRITE!</b><br />
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Anonymoushttp://www.blogger.com/profile/16185441030530730878noreply@blogger.com0