Fact and fiction in lhe Côa valley

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Some observations on the radiocarbon and cosmogenic isotope dating of petroglyphs, Foz Côa, Portugal

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Biophilic primary schools in cold climates : design opportunities fostering multisensory experiences and well-being

Les enfants passent plus du tiers de leur journée à l'école où la plupart de leurs activités d'apprentissage se déroulent à l'intérieur. Au Québec, Canada, la plupart des écoles primaire sont atteint la fin d'un premier cycle de vie et doivent être rénovées pour assurer un environnement d'apprentissage de qualité. Ces rénovations offrent le potentiel de favoriser la réussite éducative et le bien-être des élèves et du personnel scolaire en améliorant la qualité de l'environnement visuel, thermique, olfactif et auditif. Au Québec, des variations saisonnières importantes influencent l'expérience de la nature et la relation entre les espaces intérieurs et extérieurs. Cette recherche vise à développer une approche de rénovation biophilique des écoles primaires québécoises qui tient compte de la diversité saisonnière. Dans le contexte de la rénovation des écoles québécoises pour améliorer l'expérience et le bien-être des occupants, cette thèse s'appuie sur l'évaluation post-occupationnelle et le design informé par les données probantes (evidence-based design) pour caractériser les déterminants mesurables et perceptuels de l'architecture biophilique en climat froid. Cette recherche vise à (1) recenser les études sur les relations entre le design biophilique et le bien-être, avec une attention particulière pour les écoles en climats froids, (2) diagnostiquer les qualités biophiliques des bâtiments existants avant de réaliser des visites de sites, (3) évaluer les expériences biophiliques lors de visites d'écoles dans une démarche d'évaluation post-occupationnelle et (4) examiner les configurations spatiales qui engendrent des expériences biophiliques et proposer une approche de conception pour les environnements d'apprentissage des enfants. Cette thèse développe des outils pour soutenir la réalisation de diagnostics et proposer des solutions à plusieurs échelles architecturales qui favorisent les expériences multisensorielles liées aux forces naturelles et aux organismes vivants (ex. lumière, vent, neige et végétation). Cette approche multiméthodes comprend des analyses de dessins d'architecture, des visites d'écoles et des mesures des conditions environnementales dans un échantillon d'écoles primaires québécoises. Dans une optique de recherche et développement, des analyses de précédents et des ateliers d'architecture ont permis d'étudier l'expérience multisensorielle des ambiances physiques dans des projets d'agrandissement d'écoles. Premièrement, l'outil diagnostique basé sur la géométrie spatiale des bâtiments utilise les éléments mesurables des dessins d'architecture pour évaluer le design biophilique. Une combinaison des critères de certification des bâtiments, des principes de conception bioclimatique et des stratégies de design biophilique offre un moyen simple d'analyser les qualités architecturales d'une école, ce qui s'avère bénéfique aux étapes préliminaires du diagnostic et de la conception. Deuxièmement, l'outil de représentation des expériences biophiliques (BERT) évalue subjectivement des caractéristiques environnementales (comme le soleil, la neige et la végétation) et décrit les sensations, les sentiments, la compréhension et l'affiliation à la nature que les espaces engendrent. Utilisé lors des visites de site, il permet aux architectes de confirmer ou d'infirmer les possibilités de design identifiées à l'aide de dessins d'architecture. BERT permet d'évaluer plusieurs espaces dans un court laps de temps tout en minimisant les perturbations pour les élèves et le personnel. Cet outil diagnostique a servi lors de visites d'écoles en hiver pour indiquer où les caractéristiques environnementales pourraient être améliorées pour favoriser le bien-être des occupants. Alors que les outils diagnostiques concernent des dessins d'architecture ou des expériences in situ, les outils d'aide à la conception développés dans la thèse intègrent ces deux aspects pour favoriser le bien-être en milieu scolaire. Le vocabulaire de design biophilique illustre les possibles expériences multisensorielles d'un espace. Il classe les éléments architecturaux et les espaces selon le degré d'intériorité - extériorité et de contiguïté. Les schémas de design biophilique complètent le vocabulaire de design biophilique pour aider les architectes à explorer les configurations spatiales qui engendrent des expériences biophiliques dans les écoles. Les 38 schémas proposés sont organisés par échelle architecturale et type d'espace (intérieurs, semi-fermés et extérieurs). Ces outils offrent une représentation visuelle simplifiée des expériences de la nature et une organisation des stratégies de design à diverses échelles du bâtiment. Les méthodes développées dans cette thèse aident à caractériser les opportunités et défis architecturaux pour les expériences biophiliques dans les écoles québécoises. Ces outils guident les architectes dès l'évaluation préliminaire d'un bâtiment, lors des visites de sites, à l'étape de la conception et dans l'évaluation post-occupationnelle des écoles rénovées.Children spend over a third of their day at school where most of their learning activities occur indoors. In the province of Quebec, Canada, most primary schools have reached the end of a first life cycle and require renovations to ensure a quality learning environment. Renovating these buildings offers the potential to foster academic success and the well-being of students and school staff by enhancing the quality of the visual, thermal, olfactory and auditory environment. In Quebec, the relationship between interior and exterior spaces is a fundamental aspect in architectural design considering the important seasonal variations that generate different experiences of nature throughout the year. This research aims to develop an approach to the biophilic redesign of learning environments in Quebec schools by taking into consideration seasonal diversity. In the context of renovating Quebec schools to enhance occupant experiences and well-being, this thesis uses a post-occupancy evaluation and evidence-based design framework to characterise measurable and perceptual determinants of biophilic architecture in cold climates. This research aims to (1) review studies into the relationships between biophilic design and well-being, with particular consideration for schools in cold climates, (2) diagnose the biophilic qualities of existing buildings before site visits are carried out, (3) assess people's experiences of nature during building walkthroughs in post-occupancy evaluations and (4) examine the forms and spatial configurations that engender biophilic experiences and propose a design approach for children's learning environments. This thesis develops an ensemble of architectural tools to support the realisation of diagnoses and to identify solutions at several building scales that promote multisensory experiences of natural forces and living organisms (such as light, wind, snow and vegetation). This multi-method approach includes analyses of architectural drawings, school visits and measurements of environmental conditions in a sample of primary schools in Quebec. Within a research and development framework, precedent analyses and architectural design studios offer the opportunity to investigate visual, thermal, olfactory and auditory experiences in simulated school addition projects. Firstly, the diagnostic tool based on spatial geometry uses the measurable elements contained in architectural drawings to assess biophilic design. A combination of building certification criteria, bioclimatic design principles and biophilic design guidelines offers a simple means of assessing architectural qualities while considering the climatic context, which can be highly beneficial in the early diagnostic and design stages. Secondly, the Biophilic Experience Representation Tool (BERT) subjectively evaluates a selection of environmental features (such as sun, snow and vegetation) and describes the sensations, feelings, understanding and affiliation with nature that the settings engender. Used during site visits, it enables architects to confirm or disprove the design opportunities identified using architectural drawings. The value of using BERT lies in its ability to enable architects to evaluate multiple spaces in a short period of time while minimising disruptions for school children and staff. This diagnostic tool was used during school visits in winter to indicate where environmental features could be enhanced to foster the well-being of occupants. While the diagnostic tools focus on architectural drawings or in situ experiences, the design tools combine both aspects to offer a design approach that fosters experiences of nature in children's learning environments. The biophilic design vocabulary offers a common way of describing potential biophilic experiences. It categorises architectural elements and spaces in terms of spatial enclosure, adjacency, abiotic nature and biotic nature. The biophilic design schemas expand on the biophilic design vocabulary to help architects explore the spatial configurations that engender biophilic experiences in schools. Drawing on pattern thinking, the 38 schemas are organised across design scales and indoor, semi-enclosed and outdoor spaces. These design tools provide a simplified visual representation of experiences of nature and an organisation of design strategies throughout building scales in the preliminary design stages. The diagnostic and design methods developed in this thesis help to characterise current challenges and opportunities for biophilic experiences in Quebec schools. These tools therefore provide valuable guidance from the early assessment of a building, during site visits, in the design development process and in the post-occupancy evaluation of the renovated schools

The Intersection of Intellectual Disability and Dementia: Report of The International Summit on Intellectual Disability and Dementia (Forthcoming)

An International Summit on Intellectual Disability and Dementia, held in Glasgow, Scotland (October 13-14, 2016) drew individuals and representatives of numerous international and national organizations and universities with a stake in issues affecting adults with intellectual disability (ID) affected by dementia. A discussion-based consensus process was used to examine and produce a series of topical reports examining three main conceptual areas: (1) human rights and personal resources (applications of the Convention for Rights of People with Disabilities and human rights to societal inclusion, and perspectives of persons with ID), (2) individualized services and clinical supports (advancing and advanced dementia, post-diagnostic supports, community supports and services, dementia-capable care practice, and end-of-life care practices), and (3) advocacy, public impact, family caregiver issues (nomenclature/ terminology, inclusion of persons with ID in national plans, and family caregiver issues). Outcomes included recommendations incorporated into a series of publications and topical summary bulletins designed to be international resources, practice guidelines, and the impetus for planning and advocacy with, and on behalf of, people with ID affected by dementia, as well as their families. The general themes of the conceptual areas are discussed and the main recommendations are associated with three primary concerns

The Intersection of Intellectual Disability and Dementia: Report of The International Summit on Intellectual Disability and Dementia

An International Summit on Intellectual Disability and Dementia, held in Glasgow, Scotland (October 13-14, 2016) drew individuals and representatives of numerous international and national organizations and universities with a stake in issues affecting adults with intellectual disability (ID) affected by dementia. A discussion-based consensus process was used to examine and produce a series of topical reports examining three main conceptual areas: (1) human rights and personal resources (applications of the Convention for Rights of People with Disabilities and human rights to societal inclusion, and perspectives of persons with ID), (2) individualized services and clinical supports (advancing and advanced dementia, post-diagnostic supports, community supports and services, dementia-capable care practice, and end-of-life care practices), and (3) advocacy, public impact, family caregiver issues (nomenclature/ terminology, inclusion of persons with ID in national plans, and family caregiver issues). Outcomes included recommendations incorporated into a series of publications and topical summary bulletins designed to be international resources, practice guidelines, and the impetus for planning and advocacy with, and on behalf of, people with ID affected by dementia, as well as their families. The general themes of the conceptual areas are discussed and the main recommendations are associated with three primary concerns

Direct Dating Indicates a Mid-Holocene Age for Archaic Rock Engravings in Arid Central Australia

Archaic rock engravings are found widely across the arid interior of Australia and are thought to represent an early pan-continental tradition. A late Pleistocene age is assumed because of extensive weathering, but attempts to test this by direct dating have been unsuccessful. We use AMS 14C dating of calcium oxalate skins covering archaic engravings at two rock shelter sites in Central Australia (Wanga East and Puritjarra), constrained by 14C dates of charcoal in sedimentary layers beneath the same engraved slabs, to show this rock art is mid-Holocene in age. Despite a limited range of simple geometric designs and uniformity across the arid interior, this corpus of rock art is not associated with the initial peopling of the Australian desert, but is a later development reflecting the dynamics of established desert societies