RESEARCH METHODOLOGY

TOPIC 1: RURAL WOMEN DEVELOPMENT CENTRE

SYNOPSIS

RURAL WOMEN DEVELOPMENT CENTRE INITIATES TO EMPOWER AND IMPROVE THE LIVES
OF WOMEN LIVING IN RURAL AREAS.

THEY CONTINUE TO FACE SIGNIFICANT CHALLENGES SUCH AS LIMITED ACCESS TO

EDUCATION ,HEALTHCARE AND ECONOMIC OPPORTUNITIES .THEY ALSO EXPERIENCE
DISCRIMINATION AND VIOLENCE DUE TO GENDER AND SOCIAL NORMS .

IDENTIFY THE MAJOR REMOTE VILLAGES OF BANGLORE RURAL REGION,WHERE THE LIVING
CONDITIONS FOR WOMEN ARE DIFFICULT . CREATE A CENTRE ACCESSIBLE TO ALL THE
REGIONS , IDENTIFY THE LOST ART AND CULTURE IN THOSE REGIONS AND USE THEM AS A
SOURCE TO DEVELOP THE ECONOMY AND GUIDE THE WOMEN TO GET FINANCIALLY
INDEPENDENT .
PROBLEMS

LIMITED ACCESS TO EDUCATION

POOR HEALTH CARE FACILITIES

LACK OF ECONOMIC OPPORTUNITIES

GENDER BASED VIOLENCE .

POPULATION OF BANGALORE RURAL IN 2022 IS ESTIMATED TO BE 1,308,019 INHABITANTS.

LITERATE PEOPLE ARE 688,749 OUT OF 385,311 ARE MALE AND 303,438 ARE FEMALE.

RESEARCH QUESTIONS

IDENTIFYING THE MAJOR REMOTE VILLAGES IN BANGLORE RURAL .

IMPACT ON THE ECONOMY AND SOCIAL .

IDENTIFYING THE LOST ARTFORMS AND CULTURE .

PROBLEMS FACED BY THEM AND WHY ?

OBJECTIVE

IMPROVING ACCESS TO HEALTHCARE AND EDUCATION.

FOSTERING COMMUNITY DEVELOPMENT.
PROMOTING ARTS AND CULTURE.
ENHANCING ECONOMIC DEVELOPMENT.
ACCOMMODATE HELPLESS WOMEN .
TO GUIDE AND PROVIDE RESOURCES FOR WOMEN GET.

SCOPE

HAS POTENTIAL TO DEVELOP RURAL AREAS.

SUPPORTING RURAL-URBAN MIGRATION.
IT CAN ACT AS LANDMARK , ATTRACT TOURIST.
LIMITATIONS

OTHER COMMUNITIES AND ART FORMS .

OTHER RURAL REGIONS.
MENTAL HEALTH.

AIM

EMPOWER RURAL WOMEN BY PROVIDING THEM WITH EDUCATION, TRAINING, AND

RESOURCES TO GET FINANCIALY INDEPENDENT .
IMPROVE THEIR ECONOMIC AND SOCIAL STATUS.
TO ORGANISE AND EMPOWER MARGINALISED AND VOICELESS COMMUNITIES TO WORK
THEIR OWN DEVELOPMENT AND SELF-RELIANCE.
PROMOTE THE ARTS AND CULTURE IN A REGION.

ABSTRACT

IMPROVE THE ECONOMY AND WOMEN FINANCIAL STATUS IN RURAL REGION .

BY CREATING A ART AND CULTURAL CENTRE WITH RURAL WOMEN DEVELOPMENT CENTRE.

BETTER ACCESS TO EDUCATION ,HEALTHCARE , CREATE A CULTURE COMMUNITY CENTRE

AND RESIDENTIAL FACILITY FOR HELPLESS WOMEN.
TOPIC 2: ARCHITECTURE SCHOOL

SYNOPSIS
THE ARCHITECTURE SPACE CAN AFFECT LEARNERS' EMOTIONS, MOTIVATION, AND
COGNITIVE PROCESSING,ULTIMATELY INFLUENCING THEIR ABILITY TO LEARN.A WELL-
DESIGNED LEARNING ENVIRONMENT CAN FOSTER A SENSE OF COMMUNITY AND
PROMOTING ENGAGEMENT AND ACTIVE LEARNING.

EXPLORING AND EXPERIMENTING CAN ALSO PROMOTE CREATIVITY AND PROBLEM-SOLVING

SKILLS.AN ARCHITECTURE SPACE THAT SUPPORTS CREATIVITY PROVIDE OPPORTUNITIES
FOR VARIED AND UNIQUE EXPERIENCES.

PSYCHOLOGY IS DIRECTLY RELATED TO CULTURE, ART, AND ARCHITECTURE. THE

APPROPRIATE USE OF VARIOUS ARTISTIC COMPONENTS, SUCH AS COLOR, SPACE AND SIZE
HAS THE CAPACITY TO ENLIGHTEN THE ATMOSPHERE.

PROBLEMS
LACK OF NATURAL LIGHT: STUDENTS NEED NATURAL LIGHT TO FEEL ENERGIZED AND
FOCUSED.

POOR ACOUSTICS: ACOUSTICS ARE AN IMPORTANT CONSIDERATION IN EDUCATIONAL

SPACES, AND POORLY DESIGNED SPACES CAN CREATE A DISTRACTING AND
UNCOMFORTABLE ENVIRONMENT.

LACK OF PRIVACY: PRIVACY IS IMPORTANT IN EDUCATIONAL SETTINGS, AND SPACES THAT

ARE NOT DESIGNED WITH PRIVACY IN MIND CAN MAKE IT DIFFICULT FOR STUDENTS TO
FOCUS ON THEIR WORK.

INADEQUATE VENTILATION: PROPER VENTILATION IS ESSENTIAL FOR HEALTHY LEARNING

ENVIRONMENTS.

LACK OF ERGONOMIC DESIGN: ERGONOMIC DESIGN IS IMPORTANT IN ANY WORKSPACE,

AND EDUCATIONAL SPACES ARE NO EXCEPTION.

RESEARCH QUESTIONS

COGNITIVE ANALYSIS.

BUILDING ENVIRONMENTAL FEATURES AND WAY FINDING STRATEGIES.

DIFFERENT ARCHITECTURAL SPACES AND THEIR PSYCHOLOGICAL IMPACT.

HOW DO ERGONOMIC DESIGN FEATURES, IN LEARNING ENVIRONMENTS.

AIM

TO CREATE SPACE THAT SHAPES THE WAY OF

LEARING, INFLUENCE MINDS.
BUILD THEIR SKILLS AND TECHNIQUES BY
EXPLORING AND EXPERIMENTING IN CAMPUS.
 LEARNING GOES BEYOND THE FOUR WALLS OF A CLASSROOM.
DESIGNED IN A WAY THAT THE MIND HAS SPACE TO WANDER AND DISCOVER.

OBJECTIVE

THE ARCHITECTURE IMPACT ON HOW WE LEARN.

DEVELOP CRITICAL THINKING AND PROBLEM-SOLVING
SKILLS
FOSTER CREATIVITY AND INNOVATION.
A SPACE THAT ENCOURAGES TO THINK FREELY.
CREATING DIFFERENT METHODS OF LEARNING
OPPOURTUNITIES

SCOPE

FLEXIBLE AND OPEN LEARNING SPACES

ENVIRONMENTAL AND SOCIAL IMPACT ON LEARNING.
SPACE CAN CHANGE THE PSCHOLOGY OF THE STUDENT

LIMITATIONS

OTHER CATEGORY OF SCHOOLS

AGE OTHER THAN STUDENTS IN ARCHITECTURE SCHOOL
LIMITED TEACHING METHODS

ABSTRACT
ARCHITECTURE AND PSYCHOLOGY ARE INTERCONNECTED DOMAINS OF HUMAN
EXPERIENCE; WHILE BUILDING DESIGN IS THE PHYSICAL ILLUSTRATION OF THE CREATIVE
PERCEPTION OF HUMAN PSYCHE. HUMAN INTERACTION WITH THE BUILT ENVIRONMENT
PROMPTS THE SENSES TO PERCEIVE AND REACT TO IT IN DIFFERENT LOGICAL MANNERS,
EXEMPLIFIED THROUGH UNIQUE SPATIAL EXPRESSION OF EVERY SINGLE DESIGNER.

STRUCTURED INTERVIEWS CAN BE CONDUCTED TO GET A DETAILED AND DEEPER INSIGHT

INTO HOW STUDENTS USE THEIR SPATIAL EXPERIENCE WITH THE BUILT ENVIRONMENT AND
RELATE IT WITH THE PSYCHOLOGICAL PATTERNS OF THINKING. THE RESULTS AND
DISCUSSION CAN BE COMPILED USING ANALYSIS.

BY UNDERSTANDING STUDENTS WE CAN COME UP WITH THE DESIGN THAT IS SUITABLE TO

THEM. FEW ARCHITECTURAL CHARECTERISTICS THAT HAS IMPACT ON HUMAN PSCHOLOGY

DESIGN MATERIAL
COLOURS
TEXTURE
LIGHTING
ACCOUSTIC
SPACIAL LAYOUT.

TOPIC 3: SCHOOL FOR NEURODEVELOPMENT DISORDER

SYNOPSIS
A SCHOOL FOR NEURODEVELOPMENT DISORDER KIDS IS AN EDUCATIONAL INSTITUTION
THAT PROVIDES SPECIALIZED SERVICES AND SUPPORT TO CHILDREN WITH
NEURODEVELOPMENTAL DISORDERS, SUCH AS AUTISM, ADHD, DYSLEXIA, AND OTHER
LEARNING DISABILITIES.

THESE SCHOOLS OFFER INDIVIDUALIZED EDUCATION PLANS AND THERAPIES THAT

ADDRESS THE SPECIFIC NEEDS AND CHALLENGES OF EACH STUDENT. THE PROGRAMS MAY
INCLUDE SPEECH AND LANGUAGE THERAPY, OCCUPATIONAL THERAPY, BEHAVIOR
MANAGEMENT, AND ACADEMIC SUPPORT.

THE CURRICULUM OF SUCH SCHOOLS IS DESIGNED TO BE SENSORY-FRIENDLY AND

ADAPTED TO THE LEARNING STYLE AND PACE OF EACH STUDENT. THE PHYSICAL
ENVIRONMENT IS ALSO DESIGNED TO MEET THE UNIQUE NEEDS OF STUDENTS WITH
NEURODEVELOPMENTAL DISORDERS, WITH FEATURES SUCH AS QUIET SPACES, SENSORY
ROOMS, AND SPECIALIZED EQUIPMENT.

PROBLEMS

DIFFICULTY WITH SOCIAL INTERACTION

COMMUNICATION CHALLENGES
SENSORY PROCESSING DIFFICULTIES
LEARNING DIFFICULTIES
BEHAVIORAL CHALLENGES

RESEARCH QUESTIONS

WHAT ARE THE MOST EFFECTIVE INTERVENTIONS FOR SUPPORTING THE SOCIAL AND
EMOTIONAL DEVELOPMENT OF CHILDREN WITH NEURODEVELOPMENTAL DISORDERS,
SUCH AS AUTISM OR ADHD?
HOW DO DIFFERENT TEACHING STRATEGIES AND CURRICULAR APPROACHES IMPACT
THE ACADEMIC ACHIEVEMENT AND LEARNING OUTCOMES OF STUDENTS WITH
NEURODEVELOPMENTAL DISORDERS?
HOW DO NEURODEVELOPMENTAL DISORDERS IMPACT THE DEVELOPMENT AND
FUNCTION OF THE BRAIN, AND HOW CAN THIS KNOWLEDGE BE APPLIED TO IMPROVE
DIAGNOSIS, TREATMENT, AND PREVENTION?
WHAT ARE THE FACTORS THAT CONTRIBUTE TO THE DISPARITIES IN DIAGNOSIS AND
TREATMENT OF NEURODEVELOPMENTAL DISORDERS AMONG DIFFERENT
DEMOGRAPHIC GROUPS, AND HOW CAN THESE DISPARITIES BE ADDRESSED?
AIM

TO PROVIDE COMFORTABLE AND HAPPY

ENVIRONMENT FOR THE AUTISTIC KIDS .
TO CREATE BEST SPACE FOR THEM TO LEARN AND
UNDERSTAND BETTER EVEN WITH ASD [AUTISM SPECTRUM DISORDER]

OBJECTIVE

PROMOTE COMMUNICATION SKILLS

IMPROVE SOCIAL SKILLS
ENHANCE LIFE SKILLS
COMFORTABLE COMMUNITY AND ENVIRONMENT
BUILD SELF-ESTEEM
SAFE AND SUPPORTIVE ENVIRONMENT

SCOPE

MULTIDISCIPLINARY APPROACH
INCLUSIVE ENVIRONMENT

LIMITATIONS

OTHER ACTIVITIES APART FROM SKILL DEVELOPMENT AND

LEANING .
AGE GROUP APART FROM YOUNG ADULDS.

ABSTRACT

ENHANCED SOCIAL SKILLS

INCREASED SELF-ESTEEM AND CONFIDENCE
BETTER BEHAVIOR MANAGEMENT
IMPROVED FAMILY ENGAGEMENT AND SUPPORT

POSSIBLE SOLUTION

SENSORY-FRIENDLY SPACES
FLEXIBLE SEATING OPTIONS
VISUAL SUPPORTS
QUIET SPACES
ASSISTIVE TECHNOLOGY
INCLUSIVE DESIGN