In conclusion, this report outlines the concept of a child-centered WPI (Water Poverty Index). As the potential number of individual subcomponents for the WPI are quite large, this report could not tackle all of them. Instead, the hope is that it will impress on the reader a way of thinking about the issue and help guide those who form WPI for a region to consider how to make their site-specific WPI as child-centered as possible. Of course, these child-centered WPI can be used alongside a standard WPI, as each will give a different perspective of the water issues in a region. Several steps can be considered in developing a truly holistic child-centered WPI. If the subcomponents can not be modified or there is a paucity of data, the simplest way to make a WPI child-centered is to give greater weight to the Capacity component, as this generally includes income, health and education. If there is more flexibility in determining subcomponents, one should consider how children can be included as stakeholders in developing the right subcomponents. This may mean changing or modifying subcomponents to fit the situation.
During my time at Building 21, I intend to further explore the significance of play by devoting ethnographic attention to the activities, interactions, and everyday rhythms which take place here. This process will involve 'hanging out' at Building 21 so as to observe how people make use of the space. I also aim to interact with people through formal interviews and more ordinary conversations in order to get a sense of the kinds of interests and aspirations that people bring to their work at B21.
My Bridge21 project called Access21 is guided by the intersection (within which a small body of research exists) of Geography (Urban Studies), Critical Disability Studies, and Architectural Theory. In this intersectional space is a conceptual landscape that recognizes the differential access created through societal norms and presumptions about what it means to be ‘disabled’. You can see in one of the images here six books that have been influential in my project development at a more theoretical level (or at least beyond the Building 21 space).
Hello, I’m Sam. I’m a Master’s student in the Department of Geography and I work on communicating climate change through interactive visualisation. In my thesis work I’m looking into what makes interactive visualisation an effective platform for communicating climate change. My fellowship at b21 had allowed me to get my hands dirty and have a go at making a tool of my own
I hope to create a work of art that evoke a more instinctual and immediate experience of the historied complexity, depth and beauty of the things, objects and tools that we take for granted in our lives. Taking apart, exposing the unique design and engineering elements and encasing them in a resin matrix to exhibit them all at once to try and let the object, in its most atomic form, tell its own story and let it be in its most authentic way.
My project at Building 21 is the first step in what I hope will eventually lead to a comprehensive critical edition and companion website contextualizing Prime-Stevenson’s writings on music and making them more accessible to researchers and the general public. I am particularly interested in learning more about digital exhibitions and multimedia as a way of bringing Prime-Stevenson’s scholarship and listening to life for twenty-first-century audiences.
Introducing the principle study site, the Bayano Watershed, of Bridge21 Scholar, Gabriel Yahya Haage.
an unconventional space for unconventional ideas
Building 21 is an experiment in new, innovative, and beautiful ways to approach the university experience—an open lab where curious minds from all levels and disciplines are invited to come together to collaborate, to think, and to dream outside the traditional confines of their areas of study and expertise.