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On 25 January 2011, Egyptians took to the streets demanding political and social reform. In Cairo, protesters converged upon Tahrir (‘Liberation’) Square, which remained constantly occupied until the resignation of President Hosni Mubarak on 11 February. In this narrative, the author recounts his experiences over 12 days as a participant in what is now referred to as the Egyptian revolution. He concludes with reflections on the situation that emerged in the square, focusing in particular on some of the factors that may have contributed to the success of its continued occupation: the swift creation of an embryonic form of community, and the receding of the usual identities based on class and religion in favour of a simple yet powerful identity as people of the revolution. 相似文献
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ABSTRACTThe design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western perspectives. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n?=?30) their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement, including achievement tests, a questionnaire and focus groups with children and teachers. Children’s science scores were significantly higher after they had been taught outdoors, compared to indoors. Physical qualities of their outdoor classroom (lighting, acoustics, seating), in addition to greater enjoyment and active participation in learning likely explained improved attainment. Qualitative insights from children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms as an effective environment for teaching and learning. 相似文献
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